通过三个实验，利用学习时间分配作为指标，考察了学习者对部分线索效应记忆监控的状况。实验1考察被试在单次学习条件下的学习时间分配情况，结果发现被试在两种条件下所使用的学习时间没有明显差异。这说明在一次学习后被试还不能对部分线索的消极作用进行有效控制。实验2中，经过多次学习后，被试在部分线索条件下使用了更多的学习时间。实验3在自控步调学习前加入回溯性任务难度判断任务，结果发现经过一次学习，部分线索组和自由回忆组的判断值虽无显著差异，但部分线索组的自控步调学习时间显著长于自由回忆组，并且其回忆成绩也显著提高，说明回溯性任务难度判断过程本身是学习时间分配的制约因素。研究说明，为了加速主体对部分线索的消极影响的控制，引导主体对学习任务进行难度判断是一种有效的手段。

When people are asked to recall words they have studied earlier from a list, those given a subset of these words as cues recall fewer words than people who do not receive any cues. This phenomenon is the so called part-list effect. Part-list cuing effect has proven robust in free recall, having been replicated under a wide variety of laboratory manipulations, including: episodic and semantic memory, categorized and uncategorized lists, nonlinguistic stimuli, intra- and extra-list cuing, and varying numbers of cues. Two hypothesis received more attention——the retrieval inhibition hypothesis and the strategy disruption hypothesis. Retrieval inhibition hypothesis suggests that the long-term change in activation level of target items is the basis of part-list cuing effect; while strategy disruption hypothesis explains the part-list cuing effect as the retrieval strategy disruption by part-list cues. Adopting 3 experiments, we studied the effect of learners' memory monitoring and control on part-list cuing effect. Experiment 1 examined whether participants could tell the difference of the two recall mode and allocate their study time differently after study once. Experiment 2 examined the same thing, except that the participants had several times to experience the recall mode. In experiment 3, we inserted a retrospective ease-of-task judgement before self-paced study, which was to explore whether the memory monitoring could affect the memory control and the study time allocation. The findings show that: (1) The amount of study time had no differences between the free recall and part-list cuing recall group after their first self-paced study; (2) After practice, people could realize the detrimental effect of the part-list cues; (3) After their first self-paced study, participants cannot monitor the negative effect of the part-list cues, and the ease-of-task judgement value between the part-list cuing recall group and free recall group are of no difference. But the participants can control the learning time in their next self-paced study. The learning time of part-list cuing recall group was much higher than free recall group, and the part-list cuing recall group's recall performance was enhanced. The present findings revealed that people couldn’t realize the detrimental effect of the part-list cues, and then couldn’t predict that the part-list cuing recall was more difficult compared to free recall in their first self-paced study, and after practice they allocated more study time to part-list cuing recall compared to free recall, which indicate that the realization of the detrimental effect of part-list cues is a process of gradual understanding. Ease-of-task judgement itself is a restricting factor of study time allocating, and it is an effective means to speed up the realization processing of the detrimental effect of part-list cues.