Using Implicit Instructional Cues to Influence False Memory Induction

Abstract

This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link Using implicit instructional cues to influence false memory inductionWhen we are exposed to information that we will later have to remember, many encodingspecific factors contribute to the quality and strength of the memory trace. For example, if we must memorize a list of words, our memories for the words themselves are influenced by cues exogenous to the encoding process such as word font or color, as well as cues endogenous to the encoding processes, such as being trained to implement specific memory strategies (Arndt & Reder, 2003;Park, Arndt, & Reder, 2006;McCabe, Presmanes, Robertson & Smith, 2004).Endogenous and exogenous cues can also interact during the encoding process, and are hypothesized to encourage distinct attentional processes (Hopfinger & West, 2005). These cues not only influence our memory for the presented list words, but also can reliably influence false memories for semantically related words. By understanding how false memories can be elicited experimentally by manipulating these cues, we can begin to understand how they influence encoding (Loftus, Miller & Burns, 1978;Roediger & McDermott, 1995). The Deese-RoedigerMcDermott (DRM) paradigm is a popular paradigm that can be used to elicit and measure false memory induction (Roediger & McDermott, 1995). In this paradigm, participants are presented with a list of thematically related words such as bed, rest, and awake. They then might later wrongfully determine that the critical lure word sleep had also been presented (Roediger & McDermott, 1995;Stadler, Roediger & McDermott, 1999). The current study investigated how false memory induction might be affected by manipulating the way that participants cognitively process and encode a word list, but doing so without giving explicit training on an encoding strategy. This would therefore be an implicitly endogenous cue. Implicitly manipulating endogenous encoding cues MANIPULATING INSTRUCTIONAL CUES 4We used methodology developed by Dickinson and Szeligo (2008) (2008) determined that despite the overlap in the meaning of these words, participants consistently differentiate them from one another along one continuum of meaning. Because of this consistent differentiation, these words can be used as cues to direct the encoding process, without explicitly training participants on specific encoding strategies.In the original experiment by Dickinson and Szeligo (2008), a within-subjects design revealed that participants respond faster to visual stimuli when they are asked to 'see' them (M=325ms) than when they are asked to 'perceive' them (M=369ms). In further experiments (Dickinson, Cirelli & Szeligo, 2013), these response time differences were not found to be associated with the frequency, familiarity, or word length of the visual encoding word used in the instruction. These findings support the hypothesis that what differs across instructional conditions is ...

Psycholinguistics of Virtual Communication in the Context of the Dependence on Social Networks

“…На таку властивість віртуальної комунікації, як її висока інтерактивність, неодноразово звертають увагу (Argaman, 2010;Cirelli, Dickinson & Poirier, 2015;Белинская, 2013). Вчені зазначають, що інтерактивність дає можливість вступати в діалог з аудиторією та отримувати від неї зворотній зв'язок, що, в свою чергу, забезпечує як швидке передавання інформації широкому колу осіб, так і активне її обговорення.…”