Role of Expectancy Timing and Outcome Consistency in Expectancy-Guided Retrieval
Two studies investigated how expectancy-timing and expectancy-outcome consistency affect expectancy-guided retrieval. Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) w...
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| Veröffentlicht in: | Journal of personality and social psychology 1993-10, Vol.65 (4), p.640-656 |
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| container_title | Journal of personality and social psychology |
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| creator | Hirt, Edward R Erickson, Grant A McDonald, Hugh E |
| description | Two studies investigated how expectancy-timing and expectancy-outcome consistency affect expectancy-guided retrieval. Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) were manipulated. The expectancy information was presented either at the beginning (timing condition [T]1), halfway through (T2), or at the end of the retention interval (T3). Ss then received outcome information, half consistent and half inconsistent with their expectancy. In both studies, T2 and T3, Ss showed evidence of expectancy-guided retrieval, recalling consistent information accurately but displaying expectancy-congruent distortion of inconsistent information. T1 Ss showed no evidence of expectancy-guided retrieval and accurately recalled both inconsistent and consistent information. Further analyses suggested that T1 Ss appeared to reprocess the original information. |
| doi_str_mv | 10.1037/0022-3514.65.4.640 |
| format | Article |
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Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) were manipulated. The expectancy information was presented either at the beginning (timing condition [T]1), halfway through (T2), or at the end of the retention interval (T3). Ss then received outcome information, half consistent and half inconsistent with their expectancy. In both studies, T2 and T3, Ss showed evidence of expectancy-guided retrieval, recalling consistent information accurately but displaying expectancy-congruent distortion of inconsistent information. T1 Ss showed no evidence of expectancy-guided retrieval and accurately recalled both inconsistent and consistent information. Further analyses suggested that T1 Ss appeared to reprocess the original information.</description><identifier>ISSN: 0022-3514</identifier><identifier>EISSN: 1939-1315</identifier><identifier>DOI: 10.1037/0022-3514.65.4.640</identifier><identifier>CODEN: JPSPB2</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Accuracy ; Attitudes ; Biological and medical sciences ; Expectations ; Fundamental and applied biological sciences. Psychology ; Human ; Human Information Storage ; Learning. Memory ; Memory ; Psychology. Psychoanalysis. Psychiatry ; Psychology. 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Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) were manipulated. The expectancy information was presented either at the beginning (timing condition [T]1), halfway through (T2), or at the end of the retention interval (T3). Ss then received outcome information, half consistent and half inconsistent with their expectancy. In both studies, T2 and T3, Ss showed evidence of expectancy-guided retrieval, recalling consistent information accurately but displaying expectancy-congruent distortion of inconsistent information. T1 Ss showed no evidence of expectancy-guided retrieval and accurately recalled both inconsistent and consistent information. Further analyses suggested that T1 Ss appeared to reprocess the original information.</description><subject>Accuracy</subject><subject>Attitudes</subject><subject>Biological and medical sciences</subject><subject>Expectations</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Human Information Storage</subject><subject>Learning. Memory</subject><subject>Memory</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. 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Psychology</topic><topic>Human</topic><topic>Human Information Storage</topic><topic>Learning. Memory</topic><topic>Memory</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. 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Ss were given a student's grade report for later recall. During the retention interval, Ss' expectancies about the student's future performance (improve vs. decline) were manipulated. The expectancy information was presented either at the beginning (timing condition [T]1), halfway through (T2), or at the end of the retention interval (T3). Ss then received outcome information, half consistent and half inconsistent with their expectancy. In both studies, T2 and T3, Ss showed evidence of expectancy-guided retrieval, recalling consistent information accurately but displaying expectancy-congruent distortion of inconsistent information. T1 Ss showed no evidence of expectancy-guided retrieval and accurately recalled both inconsistent and consistent information. Further analyses suggested that T1 Ss appeared to reprocess the original information.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-3514.65.4.640</doi><tpages>17</tpages></addata></record> |
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| source | Sociological Abstracts; EBSCOhost APA PsycARTICLES; Periodicals Index Online; Applied Social Sciences Index & Abstracts (ASSIA) |
| subjects | Accuracy Attitudes Biological and medical sciences Expectations Fundamental and applied biological sciences. Psychology Human Human Information Storage Learning. Memory Memory Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Recall Recall (Learning) Social cognition Social psychology |
| title | Role of Expectancy Timing and Outcome Consistency in Expectancy-Guided Retrieval |
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