本報告是以二個實驗來檢定對不同測驗種類之預期是否會對學習發生影響。第一個實驗中我們使受試者相信學習後將以順序記憶或自由記憶的方式來測量記憶的程度，但實際測量的方式卻為受試者所未預期的另一種。實驗結果發現測驗種類之預期對記憶有顯著的影響。 實驗二的程序與實驗一大致相同，但記憶材料改為有意義之散文片斷。實驗結果顯示測驗種類之預期對學習散文不發生影響。本文並討論何以預期值在二種不同的實驗材料中會產生不同的結果。

　　　　　Two experiments were conducted to determine whether differences in expectations of tests on specific information items or on interrelationships among those items would lead to differences in performances on the two types of tests. In one experiment 30 undergraduates were led by instructions and prior experience to expect either free recall or serial recall of word lists. Test expectancy effects were obtained for both types of tests (p<.01). In the second experiment no test expectancy results were obtained for 60 undergraduates expecting to be tested on cither specific statements or logical implications of those statements from textual materials. The contrasting results may imply that test expectancy effects occur only when tests represent clearly conflicting task requirements, though methodological difference between experiments provides an alternative explanation.