The ability to extract regularities from the environment, known as statistical learning (SL), facilitates the processing of complex stimuli. At the same time, studies have shown that people’s assessments of their own learning and memory – judgments of learning (JOLs) – are based on cues that pertain to the study materials (e.g., word frequency), or that signal ease during the learning process (e.g., fluency). However, whether linguistic structures acquired via SL are used as cues to inform JOLs has not yet been addressed. In a first experiment, we will test the impact of regularities in the co-occurrences of syllables within artificial words on JOLs. N = 90 participants will be exposed to a continuous auditory stream of artificial words with transitional probabilities between adjacent syllables. Afterwards, they will study and make JOLs for items that follow the transitional probabilities and were presented in the stream (i.e., words) vs. not presented in the stream (i.e., phantom words) and for items that do not follow the transitional probabilities and were not presented in the stream (i.e., non-words). As a manipulation check of SL, one group of participants (n = 45) will be asked whether the item belongs to the language from the auditory stream or not before making each JOL. We expect that if SL occurs, items following the transitional probabilities will receive higher JOLs and recognition memory performance. This study will provide insights into whether cues for metacognitive judgments can be learned through the extraction of regularities from the environment.