Implicit memory and judgments of learning: testing the boundarie of subliminal influence

Judgments of Learning (JOLs) are prospective metamemory judgments critical for intentional learning, and have been theorized to be, in part, supported by implicit memory processes. This study tested the boundaries of subliminal implicit memory's influence on JOLs by presenting masked primes, antiprimes, and neutral stimuli either before encoding (Pre-Study) or before JOL elicitation (Pre-JOL) in 96 neurotypical undergraduates across the two presentation conditions (<i>n</i> = 48 each). We assessed JOL calibration, resolution, recall accuracy, and reaction times. Subliminal stimuli showed no effects (equivalence testing, <i>p</i> < .01, with an equivalence bound of ηp² = .03), regardless of delay condition, though delayed JOLs showed higher resolution and recall (the delayed JOL effect). These null findings suggest JOLs are not significantly influenced by subliminal stimuli under the tested conditions (50 ms exposure, younger adults), highlighting potential limits to implicit memory's role in metamemory.