Factors that Influence Adults' False Memories also Influence Children's False Memories

<p>The primary aim of this thesis was to investigate whether Mazzoni et al.'s (2001) model for adult false memory development also accounts for children's false memory develoment. Thus, three studies were conducted targeting different aspects of Mazzoni et al.'s model. Study 1 examined whether children could become equally confident, and develop just as many memories of a plausible as a less plausible false event. Thus, study 1 targeted both the plausibility and memory construction components of Mazzoni et al.'s (2001) model. Over three interviews 6-year olds and 10-year olds were shown two true photos and two false photos created using Photoshop(copyright)-one depicted a plausible event and one depicted a less plausible event. Children described what they could remember about each of the four events, and rated their confidence and how much they could remember. The results showed that within each age group, children were just as confident and claimed to remember just as much about the plausible as the less plausible event. Moreover, children developed just as many memories of the plausible as the less plausible event. In addition, children were just as likely to develop memories of the false events when they were told that those events had happened in the distant past versus the recent past. Study 2 examined whether including personalised detail in the false photo makes it easier for children to construct images of the false event, and therefore increases the likelihood of children developing false memories. Thus, study 2 further examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds saw four photos, one of which was false. For some children the false photo included personalised detail, while for others the false photo included only generic detail. The results showed that children who saw the personalised detail in the false photo were more confident, and claimed to remember more about the false event than children who did not see the personalised detail. Moreover, children who saw the personalised detail were also more likely to develop images and memories of the false event. Study 3 examined whether event information would help children develop more false memories then protagonist information alone. Thus, Study 3 also examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds were asked about for events. All children saw a photo of their family members from the relevant time period. However, half the children also saw a photo depicting an aspect of the specific event to be recalled. The results showed that children who saw a photo depicting an aspect of the event were not more confident nor did they claim to remember any more than children who saw only a photo of the protagonists. In addition, there was no difference in the rate of false memories and images between children who did and did not see a photo depicting an aspect of the event. Taken together, the results of these studies demonstrate that Mazzoni et al.'s (2001) model does explain how children develop false memories. More specifically, these studies show that the level of detail, as well as the type of detail, are important factors in determining whether or not children will develop false memories.</p>

Factors that Influence Adults' False Memories also Influence Children's False Memories

<p>The primary aim of this thesis was to investigate whether Mazzoni et al.'s (2001) model for adult false memory development also accounts for children's false memory develoment. Thus, three studies were conducted targeting different aspects of Mazzoni et al.'s model. Study 1 examined whether children could become equally confident, and develop just as many memories of a plausible as a less plausible false event. Thus, study 1 targeted both the plausibility and memory construction components of Mazzoni et al.'s (2001) model. Over three interviews 6-year olds and 10-year olds were shown two true photos and two false photos created using Photoshop(copyright)-one depicted a plausible event and one depicted a less plausible event. Children described what they could remember about each of the four events, and rated their confidence and how much they could remember. The results showed that within each age group, children were just as confident and claimed to remember just as much about the plausible as the less plausible event. Moreover, children developed just as many memories of the plausible as the less plausible event. In addition, children were just as likely to develop memories of the false events when they were told that those events had happened in the distant past versus the recent past. Study 2 examined whether including personalised detail in the false photo makes it easier for children to construct images of the false event, and therefore increases the likelihood of children developing false memories. Thus, study 2 further examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds saw four photos, one of which was false. For some children the false photo included personalised detail, while for others the false photo included only generic detail. The results showed that children who saw the personalised detail in the false photo were more confident, and claimed to remember more about the false event than children who did not see the personalised detail. Moreover, children who saw the personalised detail were also more likely to develop images and memories of the false event. Study 3 examined whether event information would help children develop more false memories then protagonist information alone. Thus, Study 3 also examined the memory construction component of Mazzoni et al.'s (2001) model. Ten-year olds were asked about for events. All children saw a photo of their family members from the relevant time period. However, half the children also saw a photo depicting an aspect of the specific event to be recalled. The results showed that children who saw a photo depicting an aspect of the event were not more confident nor did they claim to remember any more than children who saw only a photo of the protagonists. In addition, there was no difference in the rate of false memories and images between children who did and did not see a photo depicting an aspect of the event. Taken together, the results of these studies demonstrate that Mazzoni et al.'s (2001) model does explain how children develop false memories. More specifically, these studies show that the level of detail, as well as the type of detail, are important factors in determining whether or not children will develop false memories.</p>

Microseismic event detection in large heterogeneous velocity models using Bayesian multimodal nested sampling

In passive seismic and microseismic monitoring, identifying and characterizing events in a strong noisy background is a challenging task. Most of the established methods for geophysical inversion are likely to yield many false event detections. The most advanced of these schemes require thousands of computationally demanding forward elastic-wave propagation simulations. Here we train and use an ensemble of Gaussian process surrogate meta-models, or proxy emulators, to accelerate the generation of accurate template seismograms from random microseismic event locations. In the presence of multiple microseismic events occurring at different spatial locations with arbitrary amplitude and origin time, and in the presence of noise, an inference algorithm needs to navigate an objective function or likelihood landscape of highly complex shape, perhaps with multiple modes and narrow curving degeneracies. This is a challenging computational task even for state-of-the-art Bayesian sampling algorithms. In this paper, we propose a novel method for detecting multiple microseismic events in a strong noise background using Bayesian inference, in particular, the Multimodal Nested Sampling (MultiNest) algorithm. The method not only provides the posterior samples for the 5D spatio-temporal-amplitude inference for the real microseismic events, by inverting the seismic traces in multiple surface receivers, but also computes the Bayesian evidence or the marginal likelihood that permits hypothesis testing for discriminating true vs. false event detection.