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Judgments of learning (JOLs) for cue-target word pairs correlate particularly well with later target recall when made under conditions that permit delayed attempts to retrieve the targets--the delayed-JOL effect. Metamemory theories claim that memory monitoring improves under these conditions. However, another theory--the memory hypothesis--claims that the correlation increases because retrieved items receive a boost in recall from spaced study and are assigned high JOLs, whereas unretrieved items receive no spaced study and, therefore, no boost in recall and, consequently, are assigned low JOLs. When we eliminated differences in spaced study by reexposing word pairs following their JOLs, the delayed-JOL effect disappeared, supporting the memory hypothesis.

Delaying judgments of learning affects memory, not metamemory