The effect of distinctive visual information on false recognition

Arndt, Jason; Reder, Lynne M.

doi:10.1016/s0749-596x(02)00518-1

Cited by 141 publications

(205 citation statements)

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“…These results support the impoverished relational processing account of false memory induction (Arndt & Reder, 2003;Hege & Dodson, 2004;Hunt & McDaniel, 1993). This model suggests that during word encoding, attentional resources can be allocated towards a balance of relational information or item-specific information.…”

Section: Theoretical Accounts Of False Memory Inductionsupporting

confidence: 75%

“…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).…”

Section: Using Implicit Instructional Cues To Influence False Memory mentioning

confidence: 99%

“…When relational information is encoded, the likelihood of false memory induction for critical lure words in a DRM paradigm increases (Hunt & Einstein, 1981;McCabe et al, 2004). Arndt and Reder (2003) investigated how attentional focus on item-specific or relational information can be influenced by manipulating exogenous cues for encoding. When these authors presented participants with DRM word lists that were written in unique fonts, they found that false recognition of the critical lure word was lowest when each word during the encoding phase was presented in a unique font and highest when the words related to one semantic theme shared a font style.…”

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

“…This cue focused the participants' attentional resources towards item-specific information during encoding, and therefore away from relational information according to the trade-off discussed by Hunt and Einstein (1981). According to Arndt and Reder (2003) such processing would reduce the likelihood of false memory induction.…”

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

“…This then focused participants' attentional resources towards relational information during word encoding, which is thought to increase the likelihood of false memory induction (Arndt & Reder, 2003).…”

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

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Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli

Dickinson

Poirier³

2014

J Psycholinguist Res

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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 ...

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Section: Theoretical Accounts Of False Memory Inductionsupporting

confidence: 75%

Section: Using Implicit Instructional Cues To Influence False Memory mentioning

confidence: 99%

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

Section: Theoretical Accounts Of False Memory Inductionmentioning

confidence: 99%

See 3 more Smart Citations

Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli

Dickinson

Poirier³

2014

J Psycholinguist Res

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Memory Development

Howe

2015

Handbook of Child Psychology and Developmental Science

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Unlike the traditional view of memory development that dominated researchers' agendas throughout the 20th century, the current chapter is focused on research that has defined theoretical advances in the early 21st century. The chapter begins with a brief review of the earlier 20th‐century views about memory development and then turns to three additional issues that have enjoyed a renewed interest early in the 21st century. The first issue changes the theoretical focus from questions about the structure of memory and its development to one about the (adaptive) function of memory. What the research shows is that at least some of the functional attributes of memory include the extraction of meaning, binding information into regular patterns, and using these patterns to predict future outcomes. The second issue addressed in this chapter concerns how these adaptive memory systems develop. To answer this question, I review recent research that has examined correlated changes in neurobiological and cognitive functioning. The final issue concerns whether we share these adaptive memory developments with other animals. The answer to this is found by reviewing the comparative memory development literature. Overall, this adaptive view of memory suggests that it develops not simply to remember one's past, but to understand the present, and anticipate the future.

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Sequential lineup advantage: contributions of distinctiveness and recollection

Gronlund

2005

Appl. Cognit. Psychol.

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One procedural safeguard that may improve the reliability of eyewitness identification is a sequential lineup. A sequential lineup (view lineup members one at a time) is thought to be superior to a simultaneous lineup (view all lineup members at the same time) because the sequential lineup appears to make it less likely that a witness will choose someone from a lineup when the police have an innocent suspect. A framework developed from Estes' (1997) perturbation model was applied to the data from Gronlund (2004). According to the proposed framework, the sequential lineup advantage results only if distinctive information is encoded and recollection is used to access that information. Implications of this framework for lineup decision processes are discussed. An understanding of the mechanisms that underlie the sequential lineup advantage can strengthen arguments involving adoption of this procedural safeguard and improve its administration.

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The effect of distinctive visual information on false recognition

Cited by 141 publications

References 40 publications

Using Implicit Instructional Cues to Influence False Memory Induction

Using Implicit Instructional Cues to Influence False Memory Induction

Memory Development

Sequential lineup advantage: contributions of distinctiveness and recollection

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