Abstract: Adopted three kinds of retrieving means（free recall, clue recall, recognition）, the current research explored development of children’s strategy on allocation of study time, with G correlation between ease-of-learning judgment and amount of study time. 72 subjects were from Grade 2, Grade 4, Grade 6 of Elementary School, and 24 from Grade 2 of University (as control group). Let Ss have an ease-of-learning judgment by arrangement all the learning items for their difficulty. Then had a self-paced study. The last step was retrieving. The results: 1) there is a relationship between the order of ease-of-learning judgment and the amount of self-paced study time, for all grades. That implicates even the students in elementary school, they could show the ability on allocation of study time; 2) G correlation of Grade 6 is much higher than Grade 4, for free recall, implicates that there is a tendency the level grows fastest between 4 and 6 grade; 3) G correlation of Grade 4 is much higher than Grade 2, for cue recall, seems means that there is a tendency that the level goes up fastest between 2 and 4 grade; 4) there are no reliable different on G correlation among three grades, for recognition, shows that there is no progress during the period of elementary school; and 5) G correlation between ease-of-learning judgment and amount of self-paced study time for the first trail is reliable lower than G correlation between ease-of-learning judgment and amount of self-regulated study time for all trails, whatever the retrieving mean is. The level of allocation of study time of Grade 6 is almost the same with one of adults.

Key words: ease-of-learning judgment (EOL), allocation of study time, G correlation self-paced study