学习结束后进行学习判断能够反向提高记忆成绩，这种现象叫做学习判断的反向效应（reactivity effect）。以往对反向效应的研究多基于词汇的学习，但以文章作为学习材料的研究却十分少见。近期，一项研究发现对所学内容进行提取练习之后再进行学习判断能够提高文章材料记忆成绩的结果。本研究试以文章为学习材料，试图验证该实验结果的稳定性，并进一步拓展该实验结果。实验1使用原材料的中文翻译版本进行实验室研究，以探究在提取练习之后进行的学习判断是否具有反向效应，其结果并未显示出反向效应，但发现低JOL值题目的学习成绩的确表现出较高的提升，且学习动机在其中起到直接中介作用。实验2则使用原材料与线上实验以再次验证提取练习后的学习判断是否具有反向效应，结果仍未显示出反向效应，但JOL组同样显示出了更高的学习动机。以上研究结果并未成功验证提取练习后的学习判断对文章学习具有反向影响的结果，但均显示出对该学习策略所引起的认知过程与情绪指标的变化进行研究的必要性。

        The phenomenon that making judgment of learning (JOL) after learning promotes memory is defined as “JOL reactivity effect”. Previous research has indicated that JOL promotes memory when words are used as learning materials, but research using texts as learning materials investigating the same effect is barely seen. Recently, a research showed that making JOL after retrieval practice promoted learning of text materials. In this study, text materials were used to confirm the stability of this effect, and to further expand these results. In Experiment 1, Chinese version of the original text was used as the study material, and the experiment was conducted offline in the laboratory. Results of Experiment 1 failed to confirm the existence of the effect, but demonstrated that participants performed better for items with low JOLs, and motivation for learning the text directly mediated this effect. In Experiment 2, original materials and experimental condition were used, and the results still didn’t show JOL reactivity, but participants in JOL group did report higher motivation than those in no-JOL group. The results of this research didn’t confirm the JOL reactivity effect boosted by retrieval practice, but indicated the necessity of exploring the cognitive process and emotional indicators elicited by this learning strategy.