Effects of imagery instructions on false memories produced on implicit and explicit memory tests

Tajika, Hidetsugu; Hamajima, Hideki

doi:10.4992/jjpsy.73.324

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“…Although the size of the priming effect was smaller for CN words than for target words in McDermott's (1997) study, the size of the effect was found to be equivalent by McKone and Murphy (2000), Smith et al. (2002), and Tajika and Hamajima (2002). Collectively, these findings appear to be consistent with implicit associative response (IAR) theory, which explains the “realistic feel” of a false memory by supposing it occurs because it has been recently, but implicitly, thought of (Underwood, 1965).…”

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“…More recently, Tajika and Hamajima (2002) conducted two experiments, in which the instructions were manipulated at study, combined with a perceptual implicit memory test. In contrast to the intentional learning tasks used by McDermott (1997) and McKone and Murphy (2000), they used the following incidental learning task.…”

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“…The purpose of the present study was to confirm and extend the aforementioned implicit memory results that suggest that CN words behave as if they were presented in lists as target words. A methodological improvement in the present study was the use of additional controls for the incidental study instructions, compared with those used by Tajika and Hamajima (2002). Their results were obtained in an incidental learning task in which the imagery instruction was rather vague.…”

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“…To gauge whether participants actually generated designated CN words in the study phase of the experiment, we added a third group to the original design of Tajika and Hamajima (2002). This group was called the imagery plus writing group.…”

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Eliciting false memories on implicit and explicit memory tests after incidental learning

et al. 2005

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In a false memory experiment, lists of semantic associates (e.g., newspaper, letter, book, etc.) were presented to three groups of participants to induce false memories for critical nonpresented (CN) words (e.g., read) in an incidental learning task. The control group simply estimated the frequency rate in everyday Japanese discourse of each word on a list. The imagery instruction group received an additional instruction to imagine a thematically related converging word from the target words on a list. Participants in the imagery plus writing group received the same instructions as those in the imagery instruction group, but were also required to write down the word they imagined for each list. The results from the implicit and explicit memory tests given after the incidental learning episode showed that the level of priming for CN words was equivalent to that for actually presented target words for all three groups on the implicit test, whereas explicit memory results showed that participants explicitly recognized more target words than CN words. The implications for implicit associative response and fuzzy-trace theories of false memory, as well as implicit priming, are discussed.

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Eliciting false memories on implicit and explicit memory tests after incidental learning

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“…Os nossos dados corroboram a possibilidade da activação não consciente dos itens críticos em tarefas perceptivas de completamento de inícios que foi já demonstrada por outros autores (e.g., Hicks & Starns, 2005, Experimento 1;McKone & Murphy, 2000, Experimentos 1 e 3; Smith et al, 2002, Experimentos 2 e 3; Tajika & Hamajima, 2002;Tajika et al, 2005); efeito de primação que nem sempre é obtido quando são usadas tarefas de memória implícita de decisão lexical e de identificação (e.g., McKone, 2004;Zeelenberg & Pecher, 2002, Experimentos 1, 2 e 4), as quais parecem privilegiar, mais ainda, o acesso às características físicas dos estímulos. De notar que a melhoria do completamento de itens críticos e de associados foi comparada com linhas de base para a qual contribuíram as mesmas palavras testadas na nossa experiência.…”

Section: Completamento De Inícios De Palavras Primaçãounclassified

Paradigma Deese-Roediger-McDermott: efeito da evocação prévia e tipo de tarefa de memória

Pimentel

Albuquerque

2011

Psic.: Teor. e Pesq.

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RESUMO -Pretendeu-se averiguar se a activação dos itens críticos no paradigma de Deese-Roediger-McDermott também ocorreria numa tarefa de completamento. Para analisar a contaminação explícita explorámos a existência de resultados dissociados em função da manipulação do nível de processamento. Na tarefa de completamento, a primação semântica foi estatisticamente superior à primação directa. A ausência do efeito do nível de processamento demonstra que o teste foi de memória implícita. Também avaliámos o impacto de uma tarefa de evocação numa tarefa de memória posterior. Verificámos que a evocação prévia anulou o efeito do nível de processamento na tarefa de reconhecimento. Na tarefa de completamento de inícios de palavras, o incremento de inícios de palavras completados com associados só foi expressivo quando as palavras foram codificadas superficialmente.Palavras-chave: falsas memórias; paradigma DRM; teste de memória; nível de processamento; recordação prévia Deese-Roediger-McDermott Paradigm: Effect of Previous Recall and Type of Memory TaskABSTRACT -This study aimed to verify whether the activation of critical items in the Deese-Roediger-McDermott paradigm of producing false memories could also occur in the word stem completion task. The finding that the level of processing did not seem to have any effect on the word stem completion task supported the conclusion that the stem completion task was in fact an implicit memory test. The impact of a previous recall in a following memory task was also evaluated. The results indicated that the previous recall inhibited the effect of the processing level in the recognition task. In the word stem completion task the increase of stems completed with associates was only relevant when words were encoded superficially. As falsas memórias, também denominadas distorções ou ilusões de memória, correspondem à recordação, parcial ou totalmente alterada, de acontecimentos passados (Roediger & McDermott, 2000). Este efeito tem sido amplamente estudado a partir de um procedimento experimental de associados convergentes concebido por Deese (1959) e posteriormente desenvolvido por Roediger e McDermott (1995). O paradigma de associados convergentes, ou paradigma DRM (Deese/ Roediger/McDermott) como é mais conhecido, consiste na apresentação de listas de palavras, cada uma daquelas associadas a um item não apresentado -item crítico -que constitui o tema central da lista (e.g., "bolo", "açúcar", "chocolate", "algodão", "agradável", etc., associados ao item crítico "doce") seguidas, em geral, de uma tarefa de evocação ("recall"), por lista, e/ou de uma tarefa de reconhecimento (e.g., Albuquerque & Pimentel, 2005;Pinho, Simões, Beato, & Díez, 2004;Stein, Feix, & Rohenkohl, 2006;Stein & Pergher, 2001). Não obstante os participantes serem instruídos a não tentarem adivinhar as palavras apresentadas, observa-se um efeito robusto de formação de ilusões de memória nas tarefas de evocação e de reconhecimento. Como exemplo, no estudo de Roediger e McDermott (1995, Experimento 1) aqueles autores ...

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What's in a Name for Memory Errors? Implications and Ethical Issues Arising From the Use of the Term "False Memory" for Errors in Memory for Details

DePrince

Allard²,

Oh³

et al. 2004

Ethics & Behavior

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The term "false memories" has been used to refer to suggestibility experiments in which whole events are apparently confabulated and in media accounts of contested memories of childhood abuse. Since 1992 psychologists have increasingly used the term "false memory" when discussing memory errors for details, such as specific words within lists. Use of the term to refer to errors in details is a shift in language away from other terms used historically (e.g., "memory intrusions"). We empirically examine this shift in language and discuss implications of the new use of the term "false memories." Use of the term presents serious ethical challenges to the data-interpretation process by encouraging over-generalization and misapplication of research findings on word memory to social issues.

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Effects of imagery instructions on false memories produced on implicit and explicit memory tests

Cited by 3 publications

References 0 publications

Eliciting false memories on implicit and explicit memory tests after incidental learning

Eliciting false memories on implicit and explicit memory tests after incidental learning

Paradigma Deese-Roediger-McDermott: efeito da evocação prévia e tipo de tarefa de memória

What's in a Name for Memory Errors? Implications and Ethical Issues Arising From the Use of the Term "False Memory" for Errors in Memory for Details

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