Judgments of learning (JOLs) play a fundamental role in helping learners regulate their study strategies but are susceptible to various kinds of illusions and biases. These can potentially impair learning efficiency, and hence understanding the mechanisms underlying the formation of JOLs is important. Many studies have suggested that both processing fluency and metamemory beliefs can contribute substantially to the construction of JOLs. However, in recent years another body of evidence has accumulated apparently demonstrating that beliefs play a dominant role, whereas processing fluency plays little or even no role in JOL formation. In the current article, we review the experimental and analytic methods employed in this field to measure the contributions of processing fluency and beliefs to the formation of JOLs. We then illustrate several potential disadvantages and pitfalls of those research methods. Suggestions about how to solve or avoid such problems are discussed. We make several proposals for future research to shed additional light on the illusions and biases that have been documented in JOLs.

学习判断（JOL）在帮助学习者调节学习策略方面起着基本作用，但容易受到各种幻想和偏见的影响。这些可能会影响学习效率，因此了解JOL形成的基础机制很重要。许多研究表明，处理流畅性和元记忆信念都可以极大地促进JOL的构建。但是，近年来积累了另一种证据，显然证明了信念起着主导作用，而处理流畅性对JOL的形成几乎没有作用。在当前的文章中，我们回顾了该领域中用来衡量处理流畅性和信念对JOL形成的贡献的实验和分析方法。然后，我们说明了这些研究方法的若干潜在缺点和陷阱。讨论了有关如何解决或避免此类问题的建议。我们为以后的研究提出了一些建议，以进一步阐明JOL中已记录的错觉和偏见。