Two experiments were conducted to further explore the effects of intrinsic and extrinsic cues on immediate judgments of learning. In the first experiment, 22 senior high school students were asked to learn a list of words. The serial position information of item was present to participants whom were required to make immediate judgments of learning before learning. The result was that there were primacy effects in immediate judgments of learning. It was suggested that the immediate judgments of learning were sensitive to extrinsic cues. In the second experiment, the serial position information of item was present to another 20 senior high school students whom were required to make immediate judgments of learning after learning. The result was that there were primacy effects in immediate judgments of learning as well. It was suggested that there was no more sensibility of intrinsic cues than extrinsic cues to immediate judgments of learning.