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PubMed2004

Using recall to reduce false recognition: diagnostic and disqualifying monitoring.

Whether recall of studied words (e.g., parsley, rosemary, thyme) could reduce false recognition of related lures (e.g., basil) was investigated. Subjects studied words from several categories for a final recognition memory test. Half of the subjects were given standard test instructions, and half were instructed to use recall to reduce false recognition. Manipulation checks indicated that the latter instructions did elicit a recall-to-reject strategy. However, false recognition was selectively reduced only when all the words from a category could be recalled (Experiment 1). When longer categories were used, thereby minimizing exhaustive recall, a recall-to-reject strategy was ineffective at reducing false recognition (Experiment 2). It is suggested that exhaustively recalling a category allowed subjects to disqualify the lure as having occurred, analogous to recall-to-reject demonstrations in other tasks. In contrast, partially recalling a category did not help to diagnose the lure as nonstudied. These findings constrain theories of recall-based monitoring processes.

Humans↗
PubMed2006

On rejecting emotional lures created by phonological neighborhood activation.

The authors conducted 2 experiments to assess how phonologically related lures are rejected in a false memory paradigm. Some phonological lures were emotional (i.e., taboo) words, and others were not. The authors manipulated the presence of taboo items on the study list and reduced the ability to use controlled rejection strategies by dividing attention and forcing a short response deadline. The results converge on the idea that participants reduce false alarms to emotional lures by setting more stringent recognition criteria for these items based on their expected memorability. Additionally, emotional lures are less familiar than nonemotional lures because emotional lures have affective and semantic features that mismatch studied nonemotional items.

Association Learning↗
PubMed2004

False memories in schizophrenia.

In prior studies, it was observed that patients with schizophrenia show abnormally high knowledge corruption (i.e., high-confident errors expressed as a percentage of all high-confident responses were increased for schizophrenic patients relative to controls). The authors examined the conditions under which excessive knowledge corruption occurred using the Deese-Roediger-McDermott paradigm. Whereas knowledge corruption in schizophrenia was significantly greater for false-negative errors relative to controls, no group difference occurred for false-positive errors. The groups showed a comparable high degree of confidence for false-positive recognition of critical lure items. Similar to findings collected in elderly participants, patients, but not controls, showed a strong positive correlation between the number of recognized studied items and false-positive recognition of the critical lure.

Adolescent↗
PubMed2004

Freud returns.

Explore the source record for details and available documents.

Brain↗
PubMed2006

Mild executive dysfunctions in undergraduates are related to recollecting words never presented.

The aim of this study was to explore whether individual differences in executive function in undergraduate students (n = 72) contribute to false recall and recognition as obtained with the Deese/Roediger-McDermott (DRM) paradigm. Participants were subjected to the DRM paradigm and also were given a test designed to assess executive function--the Random Number Generation task (RNG). A relationship was found between heightened seriation on the RNG (indicating a deficiency in the ability to inhibit cognitive schemes) and false recognition of non-presented, critical lure words in the DRM paradigm. This suggests that individual differences in executive function do occur in a healthy population and that the reconstructive activity inherent in memory depends in part on executive functioning.

Adolescent↗
PubMed2004

What happens to information to be suppressed in working-memory tasks? Short and long term effects.

The study explored, from an individual differences point of view, what happens to information to be suppressed in a working-memory task at short and long term. In particular, it was examined whether control mechanisms of irrelevant information in working memory imply their complete elimination from working memory or just the modulation of their activation. To this end, we compared the fate of irrelevant information in groups of subjects with high and low reading comprehension (Experiments 1 and 2) and subjects with high and low working memory (Experiments 1, 2, 3, and 4). All the experiments presented a working-memory task devised by De Beni, Palladino, Pazzaglia, and Cornoldi (1998), which required participants to process lists of words, to tap when a word from a particular category was presented, and then to recall only the last items in each list. Results confirmed that participants with high reading comprehension also have higher working memory and make less intrusion errors due to irrelevant items that have to be processed but then discarded. Furthermore, it was found that participants with low working memory have slightly better implicit (Experiment 1) and explicit memory (Experiments 3 and 4) of highly activated irrelevant information. Nevertheless, in a long-term recognition test, participants with high and low reading comprehension/working memory presented a similar pattern of memory for different types of irrelevant information (Experiment 2), whereas in a short-term memory recognition test, low-span participants presented a facilitation effect in the time required for the recognition of highly activated irrelevant information (Experiment 4). It was concluded that efficient working-memory performance is related to the temporary reduction of activation of irrelevant information but does not imply its elimination from memory.

Adult↗
PubMedDate not supplied

Age differences in false recognition using a forced choice paradigm.

Recent findings suggest that older adults may be more susceptible to false recognition responses than younger adults because of age differences in gist-based processing at both encoding and retrieval. It has been suggested that age differences in the quality of memory representations that result from this age-related reliance on gist processing can produce age differences in response criteria, with older adults employing more lenient criteria than young adults. Support for this argument comes from studies where suppressed false recognition in older adults occurs with shifts toward more conservative response criteria. The current study further examined this issue by minimizing the effects of response criteria by using a two alternative forced-choice task in the study of false recognition in young and older adults. This manipulation reduced false recognition in both young and older adults, but did not eliminate age differences in false recognition.

Adult↗
PubMed2002

The effects of experimentally induced stress on false recognition.

The fallibility of memory has become an issue of considerable practical and theoretical importance. Here we studied the impact of experimentally induced stress on the ability of human participants to accurately recognise words presented on a list. We found that stress selectively disrupted participants' ability to distinguish words that were presented for study from critical lure words that were semantically related, but not presented for study. This finding indicates that stress, possibly through its impact on the hippocampus and prefrontal cortex, can potentiate false memories.

Adult↗
PubMed2002

Paradoxical effects of presentation modality on false memory.

Two experiments are reported in which the effects of presentation modality on false memory in recall and recognition are studied. False recall and recognition of critical targets are lower for non-presented items related to a study list when that study list is presented visually than when presented auditorily. This pattern of low levels of false memory for critical targets holds even when participants read the visually presented study items aloud. These results suggest that recollection of visual detail plays a role in the prevention of false memory. However, both the hit rates (true memory) and the false-alarm rates to weakly related distractors (non-critical targets) were higher for visual presentation than for auditory presentation, suggesting that more than one mechanism may underlie false recognition.

Acoustic Stimulation↗
PubMed2002

Creating memory illusions: expectancy-based processing and the generation of false memories.

The present research investigated the generation of memory illusions. In particular, it attempted to delineate the conditions under which category-based thinking prompts the elicitation of false memories. Noting fundamental differences in the manner in which expected and unexpected person-related information is processed and represented in the mind, it was anticipated that, via gist-based recognition, participants would display a pronounced propensity to generate expectancy-consistent false memories. The results of three experiments supported this prediction. In addition, the research revealed that participants' false memories were accompanied by the subjective experience of knowing (Expt. 2) and that false recognition was exacerbated under conditions of executive dysfunction (Expt. 3). We consider the theoretical implications of these findings for recent treatments of memory illusions and social cognition.

Adult↗
PubMed2002

False memories are hard to inhibit: differential effects of directed forgetting on accurate and false recall in the DRM procedure.

Directed forgetting research shows that people can inhibit the retrieval of words that they were previously instructed to forget. The present research applied the directed forgetting procedure to the Deese/Roediger and McDermott (DRM) recall task to determine if directed forgetting instructions have similar or different effects on accurate and false memory. After studying lists of semantically related words, some participants were told to forget those lists, whereas other participants were not. All participants were then shown additional lists to remember. Following study, all participants were asked to free recall as many of the studied words as possible, including those they were previously instructed to forget. Directed forgetting instructions inhibited the accurate recall of studied words, but not the false recall of nonstudied critical words, whether measured by a within-participant or between-participants design. Contrary to an implicit activation hypothesis, false memories survived instructions to forget. These findings were reviewed in terms of fuzzy trace theory and the activation/monitoring approach to false memory.

Adolescent↗
PubMed2004

Implicit word activation during pre-recognition processing influences correct recognition and estimates of presentation frequency.

False recognition of new test words is higher for experimental lures (e.g., universal) with initial phonemes identical to studied words (e.g., university) than for control lures. A proposed mechanism to explain this phenomenon involves implicit activation of potential solution words during the brief period of uncertainty immediately following onset of a spoken study word. Two experiments examined whether the presumed pre-recognition processing during the stimulus discovery phase of spoken word identification increased familiarity of a studied word, thereby increasing correct recognitions and estimates of presentation frequency. Critical test words were presented a single time during study in Experiment 1, and their phonologically related words were presented one, two, or three times. Correct recognition and frequency estimates of targets were enhanced by multiple presentations of associates sharing initial phonemes. Experiment 2 provided a replication with five repetitions of phonological associates during study and two study presentations of critical test words. The results of these two experiments confirmed a necessary theoretical consequence of the implicit activation mechanism that has been invoked to explain the effects of phonological similarity on false recognition.

Adult↗
PubMed2004

Does test-induced priming play a role in the creation of false memories?

We investigated the role of test-induced priming in creating false memories in the Deese/Roediger-McDermott (DRM) paradigm, in which subjects study lists of related words (bed, rest, awake) and then falsely recall or recognise a related word (sleep) on a later test. However, in experiments using three different procedures, we found that the number of related words tested prior to the critical word had surprisingly little impact on false recall and recognition. We manipulated the location of the critical item in tests of yes/no recognition, word-stem cued recall, and part-set cued recall. We consistently obtained high probabilities of false recall and recognition, but the probability was unaffected by the number of related items presented prior to the test of the critical item. Surprisingly, test-induced priming of the critical item does not seem to play a large role in this memory illusion.

Adult↗
PubMed2004

True and false memory in the absence of perceptual identification.

Two experiments are reported in which, after attempting to identify a briefly flashed, masked test word, participants were asked to rate the likelihood that it had been presented in an earlier study list. Even when people were unable to identify such items, they demonstrated an ability to discriminate between those that were studied and those that were not studied; ratings given to studied items were significantly higher than ratings given to nonstudied items. This effect does not appear to be a data-driven phenomenon. In Experiment 1 it was found when the presentation modality was changed from study to test. In Experiment 2 false memory for unidentified items that were related to studied items was shown.

Adult↗