False recall and false recognition induced by presentation of associated words: Effects of retention interval and level of processing

Do participants in the Deese, Roediger, and McDermott (DRM) procedure demonstrate false memory because they think of nonpresented critical words during study and confuse them with words that were actually presented? In two experiments, 160 participants studied eight visually presented DRM lists at a rate of 2 s or 5 s per word. Half of the participants rehearsed silently; the other half rehearsed overtly. Following study, the participants' memory for the lists was tested by recall or recognition. Typical false memory results were obtained for both memory measures. More important, two new results were observed. First, a large majority of the overt-rehearsal participants spontaneously rehearsed approximately half of the critical words during study. Second, critical-word rehearsal at study enhanced subsequent false recall, but it had no effect on false recognition or remember judgments for falsely recognized critical words. Thinking of critical words during study was unnecessary for producing false memory.

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The effects of initial testing on false recall and false recognition in the social contagion of memory paradigm

Memory & Cognition ◽

10.3758/s13421-013-0299-4 ◽

2013 ◽

Vol 41 (6) ◽

pp. 820-831 ◽

Cited By ~ 17

Author(s):

Mark J. Huff ◽

Sara D. Davis ◽

Michelle L. Meade

Keyword(s):

False Recognition ◽

False Recall ◽

Social Contagion ◽

Initial Testing ◽

The Social

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Associative Processes in False Recall and False Recognition

Psychological Science ◽

10.1111/j.1467-9280.1997.tb00417.x ◽

1997 ◽

Vol 8 (3) ◽

pp. 231-237 ◽

Cited By ~ 177

Author(s):

Kerry J. Robinson ◽

Henry L. Roediger

Keyword(s):

Associative Strength ◽

False Recognition ◽

List Length ◽

False Recall ◽

Associative Processes ◽

The Mean

Studying a list of words associated to a critical nonpresented word results in high rates of false recall and false recognition for that nonpresented item (Roediger & McDermott, 1995) Two experiments examined the effect of manipulating the number of associates presented on false recall and later false recognition of a nonpresented item In Experiment 1, associate lists of varying lengths were studied, in Experiment 2, list length was held constant and the number of associates within the list was manipulated In both experiments, the rate of critical intrusions in recall increased steadily with increasing number of associates studied Most notably, the filler words used in Experiment 2 to equate the list lengths did not affect the rate of critical intrusions, although they did depress recall of studied words False recall and false recognition appear to be tied to the total, not the mean, associative strength of items in the list

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Revisiting the rise and fall of false recall: Presentation rate effects depend on retention interval

Memory ◽

10.1080/09658211.2012.684881 ◽

2012 ◽

Vol 20 (6) ◽

pp. 535-553 ◽

Cited By ~ 2

Author(s):

Troy A. Smith ◽

Daniel R. Kimball

Keyword(s):

Retention Interval ◽

Presentation Rate ◽

False Recall ◽

Rate Effects

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Children's Emotional False Memories

Psychological Science ◽

10.1111/j.1467-9280.2007.01991.x ◽

2007 ◽

Vol 18 (10) ◽

pp. 856-860 ◽

Cited By ~ 45

Author(s):

Mark L. Howe

Keyword(s):

Associative Strength ◽

False Recognition ◽

False Negative ◽

False Memories ◽

False Recall ◽

Relational Processing ◽

Emotional Information ◽

True Negative ◽

Neutral Information ◽

Children's Memory

Eight- and 12-year-old children were presented with neutral and negative emotional Deese-Roediger-McDermott lists equated on familiarity and associative strength. Both recall and recognition (A') measures were obtained. Recall measures exhibited the usual age increments in true and false recollection. True neutral items were better recalled and recognized than true negative emotional items. Although the children showed more false recall for neutral than for negative emotional lists, false recognition was higher for negative emotional than for neutral items. A' analyses also showed that whereas true neutral information and false neutral information were easily discriminated by children regardless of age, the same was not the case for true and false negative emotional information. Together, these results suggest that although children may be able to censor negative emotional information at recall, such information promotes relational processing in children's memory, making true and false emotional information less discriminable overall.

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True and false recall and dissociation among maltreated children: The role of self-schema

Development and Psychopathology ◽

10.1017/s0954579408000102 ◽

2008 ◽

Vol 20 (1) ◽

pp. 213-232 ◽

Cited By ~ 26

Author(s):

Kristin Valentino ◽

Dante Cicchetti ◽

Fred A. Rogosch ◽

Sheree L. Toth

Keyword(s):

Clinical Intervention ◽

False Recall ◽

Current Investigation ◽

Affective Valence ◽

Abused Children ◽

School Aged Children ◽

Self Schema ◽

Neglected Children ◽

Level Of Processing

AbstractThe current investigation addresses the manner through which trauma affects basic memory and self-system processes. True and false recall for self-referent stimuli were assessed in conjunction with dissociative symptomatology among abused (N= 76), neglected (N= 92), and nonmaltreated (N= 116) school-aged children. Abused, neglected, and nonmaltreated children did not differ in the level of processing self-schema effect or in the occurrence and frequency of false recall. Rather, differences in the affective valence of false recall emerged as a function of maltreatment subtype and age. Regarding dissociation, the abused children displayed higher levels of dissociative symptomatology than did the nonmaltreated children. Although abused, neglected, and nonmaltreated children did not exhibit differences in the valence of their self-schemas, positive and negative self-schemas were related to self-integration differently among the subgroups of maltreatment. Negative self-schemas were associated with increased dissociation among the abused children, whereas positive self-schemas were related to increased dissociation for the neglected children. Thus, positive self-schemas displayed by the younger neglected children were related to higher dissociation, suggestive of defensive self-processing. Implications for clinical intervention are underscored.

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