JOL reactivity denotes the modulation of memory performance by making judgments of learning (JOLs). Previous studies centering on verbal materials, evidence pertaining to visual stimuli, particularly emotional faces, remains limited. Additionally, theoretical frameworks explaining JOL reactivity remain contested. The present study aimed to elucidate the influence of emotional faces on JOL reactivity and the underlying cognitive mechanisms. Experiment 1 adopted a within-subject design with the forced choice recognition test as the memory test. The results found that making JOLs could improve memory performance only for negative faces, but not for positive and neutral faces, which revealed JOL reactivity specifically for negative faces. Experiment 2 adopted a mixed design and replicated these findings in an old/new recognition test. Notably, both experiments consistently revealed that participants assigned higher JOLs values to negative faces compared to positive and neutral faces. These findings indicate that making JOLs prompted individuals to pay greater attention to negative faces they considered easily memorable. Consequently, this enhanced their memory performance for these negative faces. The changed-goal hypothesis, which accounts for JOL reactivity, proposes that making JOLs shifts individuals' goal orientation, leading them to focus on learning items they perceive as easier while neglecting more difficult ones. This shift ultimately influences memory performance. This hypothesis aligns with the findings of the present study and offers a plausible explanation for the observed results.
