False recognition produced by implicit verbal responses.

Underwood, Benton J.

doi:10.1037/h0022014

Cited by 649 publications

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“…This outcome is similar to findings in which falsely recalled critical lures facilitate performance on related implicit and explicit memory tests (McDermott, 1997;McKone & Murphy, 2000) and are consistent with spreading activation models of false memory illusions (e.g., Howe et al, 2009;Roediger & McDermott, 1995;Underwood, 1965). Here, critical lures become highly activated during encoding of related list items ("superadditive priming" -see Hancock, Hicks, & Marsh, 2003) and this activation causes participants to, at the very least, falsely remember them as part of the studied list and at most to consciously think of the critical lure word.…”

Section: Resultssupporting

confidence: 85%

“…the spreading activation of concepts in memory, a process similar to the mechanisms proposed in spreading activation models of false memory effects (e.g., Howe et al, 2009;Roediger & McDermott, 1995) as well as Underwood's (1965) original implicit associative response model. For example, Kershaw and Ohlsson (2004) discovered that insight problem solving involves searching through related concepts in memory for relevant information.…”

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confidence: 94%

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A brighter side to memory illusions: False memories prime children’s and adults’ insight-based problem solving

Howe

Garner

Charlesworth

et al. 2011

Journal of Experimental Child Psychology

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Abstract Can false memories have a positive consequence on human cognition? In two experiments we investigated whether false memories could prime insight problem-solving tasks. Children and adults were asked to solve compound remote associate task (CRAT) problems, half of which had been primed by the presentation of Deese/Roediger-McDermott (DRM) lists whose critical lure was also the solution to the problem. In Experiment 1 the results showed that regardless of age, when the critical lure was falsely recalled, CRAT problems were solved more often and significantly faster than problems that were not primed by a DRM list. When the critical lure was not falsely recalled, CRAT problem solution rates and times were no different than when there was no DRM priming. In Experiment 2, without an intervening recall test, children and adults still exhibited higher solution rates and faster solution times to CRATs that were primed than CRATs that were not primed. This latter result shows that priming occurred as a result of false memory generation at encoding and not at retrieval during the recall test. Together these findings demonstrate that when false memories are generated at encoding they can prime solutions to insight-based problems in both children and adults. Permanent repository link

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Section: Resultssupporting

confidence: 85%

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confidence: 94%

A brighter side to memory illusions: False memories prime children’s and adults’ insight-based problem solving

Howe

Garner

Charlesworth

et al. 2011

Journal of Experimental Child Psychology

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“…For example, Underwood (1965) argued that processing a word is likely to produce its associate into conscious awareness at encoding whereas others have pointed out that such associative and non conscious activations can in principle (but not always) result in conscious representation of the associate (e.g., see McDermott, 1997;Nelson, McKinney, Gee, & Janczura, 1998). Names).…”

Section: Discussionmentioning

confidence: 99%

Out of one’s mind: A study of involuntary semantic memories

Kvavilashvili

Mandler

2004

Cognitive Psychology

198

209

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The study of memories that pop into one's mind without any conscious attempt to retrieve them began only recently. While there are some studies on involuntary autobiographical memories (e.g., Berntsen, 1996; research on involuntary semantic memories or mind-popping is virtually non existent. The latter is defined as an involuntary conscious occurrence of brief items of one's network of semantic knowledge. The recall of these items (e.g., a word, a name, a tune) is not accompanied by additional contextual information and/or involvement of self -a standard feature of involuntary autobiographical memories. The paper reports several diary and questionnaire studies which looked into the nature and frequency of occurrence of these memories. The data show that people do experience involuntary semantic memories which tend to occur without any apparent cues while being engaged in relatively automatic activities. Possible mechanisms of involuntary semantic memories are discussed (e.g., very long-term priming), and the results of the study provide information on the possible duration of the priming effects in everyday life.Related theoretical and methodological issues and future avenues of research in this neglected area are outlined.KEY WORDS: Involuntary memories, mind-popping, autobiographical memory, semantic memory, very long-term priming, implicit memory. 3Out of one's mind: A study of involuntary semantic memories Most laboratory studies of memory investigate processes which deliberately retrieve or identify information acquired in the past. However, much of our everyday remembering consists of information coming to mind involuntarily, i.e., without any conscious attempts to retrieve anything (Mandler, 1986; Winograd, 1993). This type of retrieval has been noted as far back as by Ebbinghaus (1885Ebbinghaus ( /1964 who, among other forms of memory, delineated memories which occur "with apparent spontaneity and without any act of will", and are "brought about through the instrumentality of other, immediately present mental images" (p. 2). Mandler (1989) claimed that "deliberate retrieval of information seems to be the exception rather than the rule" (p. 103). Thus, "we interrupt our stream of thought with ideas that suddenly 'come to mind', we are frequently 'reminded' of one or another occurrence in the past, and often we are aware of memories whose apparent irrelevance to the requirements of the moment surprises us" (p. 291, Mandler, 1986; our italics).Involuntary memories vary greatly in their character and conditions under which they occur (see Mandler, 1994). For example, the phenomenon of incubation, or a sudden recovery from the tip-of-the-tongue (TOT) state, or the realization that one had intended to do something at this particular moment (i.e., prospective remembering) -all refer to involuntary retrieval of certain memories and contents.Although the act of retrieval per se is non deliberate and usually sudden, in all those cases it is preceded by repeated attempts to solve a problem (incubation), by a memory...

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“…Mental contiguity refers to the bringing together, in mental experience, of two physically disparate items such that these items can interact during encoding. If we assume that subjects generate superordinate categories when studying words in a list-learning experiment (Nelson et al, 1987;Underwood, 1965) and that encoding the relation between category and word enhances memory (Craik & Tulving, 1975), then Experiment 1 demonstrates that recent experience with a category increases the probability that the category will be elicited as an IAR by a related item and used to encode it. In other words, if subjects were able to recollect an appropriate category when confronted with a "yes/no" item, they were able to rehearse its relation to the "yes/no" item, enhancing its memorability.…”

Section: Resultsmentioning

confidence: 99%

“…Subjects undoubtedly generate associations while learning material. Studies by Underwood and associates (e.g., Ekstrand, Wallace, & Underwood, 1966;Underwood, 1965;Underwood & Schulz, 1960) demonstrate that subjects in a list-learning experiment are likely to think of associated words and superordinate categories, often mistakenly believing that these associated items had actually occurred as list items. Underwood (1965) termed these generated associations implicit associative responses (lARs).…”

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confidence: 99%

Implicit associative responses influence encoding in memory

Bryant

1990

Memory & Cognition

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In list-learning experiments, the orienting question asked of one item may influence the processing of, and memory for, later items in the list. Four experiments demonstrated that words that are not related to their own orienting question, but that are semantically related to the question asked of a previous item, are better recalled than are words that are not related to any question in the list. Factors that influence this memory enhancement include the number of times relevant orienting questions appear during study, as well as the retention interval. Experiment 4 revealed that this effect is contingent upon conscious awareness: Item-category relations do not enhance recall if the subject is not aware ofthem. The results of the four experiments imply that semantic categories can be primed as implicit associative responses to words, which influence memory.

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False recognition produced by implicit verbal responses.

Cited by 649 publications

References 6 publications

A brighter side to memory illusions: False memories prime children’s and adults’ insight-based problem solving

A brighter side to memory illusions: False memories prime children’s and adults’ insight-based problem solving

Out of one’s mind: A study of involuntary semantic memories

Implicit associative responses influence encoding in memory

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