False Memory for Categorized Pictures and Words: The Category Associates Procedure for Studying Memory Errors in Children and Adults

Seamon, John G.; Luo, Chun R.; Schlegel, Sarah; Greene, Sara E; Goldenberg, Audrey B

doi:10.1006/jmla.1999.2676

Cited by 100 publications

(82 citation statements)

References 45 publications

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“…The results of false recognition in the current experiment showed a pattern similar to that found in Seamon et al's (2000) Experiment 1: children of both grades showed higher false alarm rates to CNIs of the studied lists than to CNIs of unstudied lists, and to high output-dominance CNIs than to low output-dominance CNIs. The results of false recall revealed a pattern consistent with that of false recognition: the likelihood of intrusion at recall was greater for CNIs of studied than of unstudied lists and greater for CNIs of high than of low output dominance.…”

Section: Discussionsupporting

confidence: 83%

“…This method has been used to address theoretical issues such as single-process versus dual-process theories of memory (e.g., Arndt & Hirshman, 1998) and decision-based versus storage-based accounts for recognition biases (e.g., Lee & Chang, 2004;Westerberg & Marsolek, 2003), and other related issues, such as the functional independence of bilingual storage (e.g., Kawasaki-Miyaji, Inoue, & Yama, 2003). However, only a small number of studies have applied the paradigm to children (Brainerd, Reyna, & Forrest, 2002;Ghetti, Qin, & Goodman, 2002), and even fewer studies have used it to examine effects of category knowledge on children's false memory formation (Seamon, Luo, Schlegel, Greene, & Goldenberg, 2000). This is surprising because previous research on children's veridical memories of categorizable lists has been extensive (see Bjorklund, 1987, for a review).…”

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confidence: 99%

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Children's Category Structure and False Memories

Chiang

Chiu

2006

PSYCHOLOGIA -An International Journal of Psychological Sciences

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Extensive previous research has focused on the development of children's conceptual organization and its effects on children's veridical memory. The present research investigated whether the structure of children's category knowledge also affected their false memories using categorical lists in the DRM paradigm, a listlearning method commonly used in false memory research. In Experiment 1, the effects of graded category structure were examined with both third and sixth graders by accessing false memories for unstudied critical items of differing output dominance in category production. In Experiment 2, the effects of hierarchical category structure were examined with third graders by manipulating the hierarchical level of studied list items (basic or subordinate) and unstudied critical items (superordinate, basic, or subordinate). The results show that by age 10, the graded and hierarchical structure is present in children's conceptual organization and affects formation of false memories. Theoretical implications of the present findings are discussed.Key words: category structure, false memory, list learning paradigm, memory developmentThe organization of concepts has long been an important topic in the research of human mind: it is thought to underlie several important cognitive functions that humans constantly engage in daily lives, such as classification and memory. In consequence, acquisition of an adult-like conceptual organization became a major focus in research of cognitive development.Extensive earlier literature suggested that children's conceptual organization underwent a shift in focus from thematic/complementary relations (e.g., dog grouped with leash) to taxonomic/similarity relations (e.g., dog grouped with cat) based on their responses in sorting objects on a table into groups (e.g., Annett, 1959;Inhelder & Piaget, 1964;Vygotsky, 1962). Some researchers hence proposed that early in development, children's knowledge was organized in terms of schematic or script-based relationships derived from perceptual-motor experiences and real-world scenes and events (e.g., Denney, 1974;Nelson, 1974), and later beyond about age 8 and through adulthood, This research was supported by Grant NSC90-2413-H-194-022 from National Science Council of Taiwan, R.O.C. to W.-C. C. The authors thank Yuh-Shiow Lee for valuable discussions on this work; an anonymous reviewer for helpful comments on an earlier version of this article; Tian-yoong Cheng for assistance with data processing; the children for their participation; and the staff of the elementary schools for assistance with testing arrangements.

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Section: Discussionsupporting

confidence: 83%

mentioning

confidence: 99%

Children's Category Structure and False Memories

Chiang

Chiu

2006

PSYCHOLOGIA -An International Journal of Psychological Sciences

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“…This difficulty is commonly described as a ''source-monitoring'' problem (see Johnson, Hashtroudi, & Lindsay, 1993). There is some disagreement as to whether this activation is merely implicit, or whether the subject explicitly thinks of the related word at the time (McDermott, 1997;McKone & Murphy, 2000;Seamon et al, 2000). Second, subjects may remember the gist of what they have experienced (i.e., the ''theme'' of the word-list), rather than the specific details (i.e., the individual words).…”

Section: Discussionmentioning

confidence: 99%

The effects of experimentally induced stress on false recognition

Payne

Nadel

Allen

et al. 2002

Memory

128

108

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“…3 The study set consisted of the #2-5 (noncritical) exemplars from 40 of these categories. The study categories Schlegel, Greene, & Goldenberg, 2000;Smith, Ward, Tindell, Sifonis, & Wilkenfeld, 2000). Participants studied the second through fifth most common (#2-#5) exemplars of various semantic categories.…”

Section: Methodsmentioning

confidence: 99%

“…Critically, the test also included the most common (#1) category exemplars from each studied and nonstudied category. This design is well known to produce high false alarm rates to #1 exemplars from studied categories (e.g., Seamon et al, 2000). The motivating hypothesis of Experiment 3 was that corrective feedback at test would reduce such false alarm rates by teaching the participants that the compelling sense of familiarity evoked by #1 exemplars was diagnostic of newness rather than oldness (cf.…”

Section: Methodsmentioning

confidence: 99%