Abstract
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 T1), 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
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