Changes in learning strategies contribute to negative reactivity of immediate judgments of learning.

There is evidence that asking people to predict their own memory performance during learning (immediate judgments of learning, JOLs) can alter memory. Changes in the use of learning strategies have been proposed to contribute to these reactive effects of JOLs. This study addresses the impact of making JOLs on the use of learning strategies and the contribution of learning strategies to JOL reactivity.