Abstract: Two experiments，respectively experimented in the situations of a single cue and a variety of cues， were done to investigate the influence of material factory and number of repetitions on the grade and the accuracy of the EOL judgment. Experiment 1 probed into influence of word frequency or relatedness of materials on EOL by experiment 1.1 and experiment 1.2. Experiment 2 featured two independent variables—relatedness of materials (high and low) and number of repetitions (one or three) — manipulated within participants. Sixty college students took part in this experiment. The grade of EOL judgment was predicted recall. The accuracy of EOL judgment was the difference between predicted recall and actual recall. The results suggested that (1) frequency of words and relatedness of pair words had a significant main effect on the grade of EOL. (2) The accuracy of EOL was significantly lower high frequency pairwords than low frequency pairwords, and low relatedness pairwords than high relatedness pairwords. (3) Word frequency affected predicted but not actual memory. Relatedness pairwords affected both predicted and actual memory. (4) Number of study trials affected actual memory but scarcely affected predicted memory. The accuracy of EOL was significantly lower following three than following one study trials. Conclusion: (1) The influence of material factors on the grade and the accuracy of the EOL judgment were relatively stable. (2) Frequency of words and relatedness of pair words affected the accuracy of EOL judgment by different paths. (3) Number of study trials had no a significant main effect on the grade of the EOL. (4)This result suggested UWP effect occurred in Easy of Learning Judgment.

Key words: Easy of learning judgment, the grade of EOL judgment, the accuracy of EOL judgment, task-based cues

摘要： 摘要：通过两个实验考察任务类线索（词频、关联性、学习次数）对学习难易度判断及其准确性的影响。结果表明：（1）词频和关联性对学习难易度判断均有显著影响，高频词对、有关联词对的预测成绩显著高于低频词对和无关联词对的预测成绩；（2）高频词对和低频词对的预测成绩均出现高估，但低频词对的估计更准确；有无关联词对相比，无关联词对预测成绩偏差更大，有关联词对的难易度判断更准确；（3）词频高低只影响成绩的预测，不影响实际回忆成绩；关联性既影响对成绩的预测，也影响实际回忆成绩。（4）学习次数对难易度判断没有显著影响，但随学习次数增加，判断准确性降低，出现低估现象。结论：材料因素对学习难易度判断等级具有较稳定的影响；不同材料因素（词频、关联性）对难易度判断准确性的影响方式不同；学习次数对学习难易度判断没有显著影响；学习难易度判断中存在练习伴随低估效应。

关键词: 学习难易度判断, 判断等级, 判断准确性, 任务类线索