Expectancies and the Priming of STM

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Abstract
One of the most consistent themes in theories of learning and memory is that the individual's "expectations" influence what is learned in any training situation. This theme is surely most evident in treatments of human learning. The same kind of observation can be made when the individual is instructed in a variety of perceptual modes. It is thus common to assume that the environment is scanned and learned about in relationship to cognitive schemata, knowledge "frames" or "scripts." The critical assumptions for present purposes concern the operating characteristics of Short-term Memory. An activated element is not presumed to remain in such state indefinitely, but rather is presumed to revert to inactivity. The transient nature of the activation is, of course, what suggests the label "Short-term Memory." The transience may be attributed to an intrinsic, continuous decay process.

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