Biased Retellings of Events Yield Biased Memories

Tversky, Barbara; Marsh, Elizabeth J.

doi:10.1006/cogp.1999.0720

Cited by 188 publications

(180 citation statements)

References 40 publications

(45 reference statements)

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“…Talking and thinking repeatedly about an event and relating this event to one's personal life and identity may endow the memory with greater subjective clarity, as has been suggested in the present study by the positive correlations between memory qualities, on the one hand, and measures of rehearsal and identity, on the other. Such rehearsal processes may increase confidence in the memory (Talarico & Rubin, 2003) and, at the same time, lead to the incorporation of incorrect details into the memory representation (Fallshore & Schooler, 1995;Tversky & Marsh, 2000).…”

Section: Discussionmentioning

confidence: 99%

Pleasantness bias in flashbulb memories: Positive and negative flashbulb memories of the fall of the Berlin Wall among East and West Germans

2007

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Flashbulb memories for the fall of the Berlin Wall were examined among 103 East and West Germans who considered the event as either highly positive or highly negative. The participants in the positive group rated their memories higher on measures of reliving and sensory imagery, whereas their memory for facts was less accurate than that of the participants in the negative group. The participants in the negative group had higher ratings on amount of consequences but had talked less about the event and considered it less central to their personal and national identity than did the participants in the positive group. In both groups, rehearsal and the centrality of the memory to the person's identity and life story correlated positively with memory qualities. The results suggest that positive and negative emotions have different effects on the processing and long-term retention of flashbulb memories.

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Section: Discussionmentioning

confidence: 99%

Pleasantness bias in flashbulb memories: Positive and negative flashbulb memories of the fall of the Berlin Wall among East and West Germans

2007

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“…That is, by focusing the participants' attention on color and location, we may have altered the factors that typically determine undifferentiated F. Research generally consistent with this possibility has come from studies of spontaneous recognition (Ste-Marie & Jacoby, 1994; see also Jacoby, Ste-Marie, & Toth, 1993) and of source monitoring (e.g., Hashtroudi, Johnson, & Chrosniak, 1990;Hashtroudi, Johnson, Vnek, & Ferguson, 1994), and from those in which the relation between perspective taking and memory has been examined (e.g., Anderson & Pichert, 1978;Tversky & Marsh, 2000). Also consistent with this perspective is recent work showing that the determinants of recognition performance can change, depending on how memory for prior events is queried (Humphreys, Dennis, Maguire, Reynolds, Bolland, & Hughes, 2003).…”

Section: The Effect Of Age On Familiaritymentioning

confidence: 99%

Effects of age on estimated familiarity in the process dissociation procedure: The role of noncriterial recollection

Toth

Parks

2006

Memory & Cognition

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“…6 Perspective and memory recall. The ABC Model is also informed by research and theory on the influence of people's perspective taking on memory recall (e.g., Baumeister & Newman, 1994;Conway & Pleydell-Pearce, 2000;Pasupathi, 2001;Tversky & Marsh, 2000). Specifically, evidence suggests that the perspective or stance people have when they recall events from memory determines their memory recall.…”

Section: Introductionmentioning

confidence: 99%

“…Ultimately, we discuss how the ABC Model can be used to modify clinical assessment to accommodate discrepancies in the attributions and perspectives that informants have when providing information of the child's behavior and, thus, decrease discrepancies among informants' ratings. negative as well (e.g., perceiving a child as annoying when being asked to rate the child's problematic behavior; Tversky & Marsh, 2000). Because the clinical assessment process almost exclusively relies on the gathering of negative information of the child's behavior to inform treatment, the fact that taking a negatively skewed perspective leads to memory biases for negative events has critical implications for explaining why informant discrepancies in clinical child research exist.…”

Section: Introductionmentioning

confidence: 99%

Informant Discrepancies in the Assessment of Childhood Psychopathology: A Critical Review, Theoretical Framework, and Recommendations for Further Study.

Reyes¹,

Kazdin²

2005

Psychological Bulletin

2,014

142

1,749

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Discrepancies often exist among different informants' (e.g., parents, children, teachers) ratings of child psychopathology. Informant discrepancies have an impact on the assessment, classification, and treatment of childhood psychopathology. Empirical work has identified informant characteristics that may influence informant discrepancies. Limitations of previous work include inconsistent measurement of informant discrepancies and, perhaps most importantly, the absence of a theoretical framework to guide research. In this article, the authors present a theoretical framework (the Attribution Bias Context Model) to guide research and theory examining informant discrepancies in the clinic setting. Needed directions for future research and theory include theoretically driven attention to conceptualizing informant discrepancies across informant pairs (e.g., parent-teacher, mother-father, parent-child, teacher-child) as well as developing experimental approaches to decrease informant discrepancies in the clinic setting.Keywords: agreement, attribution bias context, correspondence, discrepancies, distortionIn a meta-analysis of 119 studies, Achenbach, McConaughy, and Howell (1987) identified what has come to be one of the most robust findings in clinical child research: Different informants' (e.g., parents, children, teachers) ratings of social, emotional, or behavior problems in children are discrepant (e.g., rs often in .20s). This finding has been replicated by further studies that have examined differences and similarities among informants' ratings under varying monikers (e.g., level of agreement among informants' ratings, disagreement among informants' ratings, correspondence among informants' ratings, discordance among informants' ratings). 1 Informant discrepancies have been found in virtually every method of clinical assessment that researchers and practitioners use to assess abnormal behavior in youths (e.g., rating scales, structured interviews; Achenbach et al., 1987;Grills & Ollendick, 2002). Moreover, discrepancies have been found in samples of informants encompassing diverse ethnic and cultural backgrounds (Hay et al., 1999;Jensen et al., 1999;Kaufman, Swan, & Wood, 1980;Krenke & Kollmar, 1998;Rohde et al., 1999;Rousseau & Drapeau, 1998;Verhulst, Althaus, & Berden, 1987) and in virtually any clinic sample in which discrepancies have been examined (Edelbrock, Costello, Dulcan, Conover, & Kala, 1986;Frank, Van Egeren, Fortier, & Chase, 2000;Frick, Silverthorn, & Evans, 1994;Hart, Lahey, Loeber, & Hanson, 1994;Kazdin, French, & Unis, 1983;Rapee, Barrett, Dadds, & Evans, 1994).The importance in studying informant discrepancies is highlighted by three key factors. First, there is no single measure or method of assessing psychopathology in children that provides a definitive or "gold standard" to gauge which children are experiencing a given set of problems or disorders (e.g., Richters, 1992). The lack of such a standard stems, in part, from the need to incorporate information from multiple informants to asses...

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Biased Retellings of Events Yield Biased Memories

Cited by 188 publications

References 40 publications

Pleasantness bias in flashbulb memories: Positive and negative flashbulb memories of the fall of the Berlin Wall among East and West Germans

Pleasantness bias in flashbulb memories: Positive and negative flashbulb memories of the fall of the Berlin Wall among East and West Germans

Effects of age on estimated familiarity in the process dissociation procedure: The role of noncriterial recollection

Informant Discrepancies in the Assessment of Childhood Psychopathology: A Critical Review, Theoretical Framework, and Recommendations for Further Study.

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