中文摘要：

以学习时间分配为指标,考察学习者对部分线索效应的记忆监控。单次学习后（实验1）,被试在两种条件下所用的学习时间没有明显差异。经过多次学习（实验2）,被试在部分线索条件下使用了更多的学习时间。自控步调学习前加入回溯性任务难度判断任务（实验3）,两组被试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,说明回溯性任务难度判断过程本身对于学习时间补偿具有一定的引导作用。

英文摘要：

When people are asked to recall words they have studied earlier from a list, those who are given a subset of these words as cues recall fewer words than those who do not receive any cues. This phenomenon is the so called the part-list effect. Two hypotheses received more attention the retrieval inhibition hypothesis and the strategy disruption hypothesis. With 3 experiments, we studied the effect of learners＇ memory monitoring and control on the part-list cuing effect. Experiment 1 examined whether participants could tell the difference of the two recall modes and allocate their study time differently after they have studied it once. Experiment 2 examined the same thing, except that the participants had several limes to experience the recall mode. In Experiment 3, we inserted a retrospective ease-of-task judgment task before the self-paced study, which was to explore whether the memory monitoring could affect the memory control and the study time allocation. The findings showed that： （1） The amount of study time had no differences between the free recall and part-list cuing recall groups 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 judgment value between the part-list cuing recall group and free recall group were of no difference. But the participants could control the learning time in their next self-paced study. The learning time of part-list cuing recall group was much higher than the free recall group, and the part-list cuing recall group＇s recall performance was enhanced. The present findings revealed that people could not realize the detrimental effect of the part-list cues, and could not predict that the part-list cuing recall was more difficult than free recall in their first self-paced study. And after practice they allocated more study time to part-list cuing recall compared t