“…Successful methods include repeated study presentations (Benjamin, 2001; McDermott, 1996), instructional warnings presented before study and/or test (Gallo, Roediger, & McDermott, 2001; McCabe & Smith, 2002; Neuschatz, Payne, Lampinen, & Toglia, 2001), and requiring source monitoring of the origins of one’s memories at test (Johnson, Hashtroudi, & Lindsay, 1993; Multhaup & Conner, 2002; although see Hicks & Marsh, 2001, for exception). Manipulations that induce distinctive encoding of the list items have also been successful at reducing the illusion, including picture presentations (Israel & Schacter, 1997), unique fonts (Arndt & Reder, 2003), mental imagery (Bodner, Huff, Lamontagne, & Azad, 2017; Foley, Wozniak, & Gillum, 2006; Gunter, Bodner, & Azad, 2007; Oliver, Bays, & Zabrucky, 2016; Robin, 2010), pleasantness ratings (Gunter et al, 2007; Huff & Bodner, 2013), and anagram generation (Bodner et al, 2017; Gunter et al, 2007; Huff & Bodner, 2013; McCabe & Smith, 2006). Some of these distinctive manipulations, such as generation, can induce a mirror effect (Glanzer & Adams, 1990)—an increase in correct memory coupled with a decrease in false memory—relative to a read-only control task.…”