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

Abstract

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.

The nature and consequences of false memories for visual stimuli

“…McKone and Murphy (2000) replicated McDermott's (1997) results and even found that the magnitude of critical lures' priming effect was equivalent to that of studied items. The priming effects of critical lures were also found in other studies involving similar tasks such as a lexical decision task (i.e., to classify stimuli as words or nonwords) (Tajika, Neumann, Hamajima, & Iwahara, 2005;Tse & Neely, 2005.…”

“…According to spreading-activation theories (Howe et al, 2009;Roediger et al, 2001 (McDermott, 1997;Otgaar et al, 2015;Tajika et al, 2005). The discrepancy between previous studies and our study led us to conduct a second experiment where we orthogonally manipulated the modality (picture vs. word) of both the DRM stimuli and the PCT.…”

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

“…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.…”

Normas de completamento de radicais de palavras portuguesas

“…Nestes estudos tem sido privilegiado sobretudo, o recurso a tarefas de completamento de palavras (e.g., McDermott, 1997;McKone & Murphy, 2000;Tajika, Neumann, Hamajima, & Iwahara, 2005) e a tarefas de decisão lexical que envolvem a emissão de um juízo quanto ao estímulo apresentado ser uma palavra ou uma não-palavra (e.g., Hancock, Hicks, Marsh, & Ritschel, 2003;McKone, 2004;Zeelenberg & Pecher, 2002).…”