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Misinformation on a false memory
Nature of false memories
Nature of false memories
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False memory, second to forgetting, is one of the two fundamental types of deformation in episodic memory (Holliday, Brainerd & Reyna, 2010). Simply stated, false memory is the propensity to account normal occurrences as being a fraction of a key experience that in actuality was not an element of that experience (Holliday, Brainerd & Reyna). False memories are something nearly everyone experience. Furthermore, false memory is defined as placed together, constructed representations of mental schemas that are incorrect (Solso, MacLin & MacLin, 2008). Individuals do not intentionally fabricate their memory. However, perceptual and social factors are a few things that a responsible for manipulating memory (Solso, MacLin & MacLin, 2008). Researchers argue that some recalled memories of an individual’s past are artificial (Solso, MacLin & MacLin, 2008). The reason researchers suggest for these fabricated representations of the past are created by therapeutic techniques possibly to gratify the therapist (Solso, MacLin & MacLin, 2008).
A person’s memory of particular life events are swayed by the correlated events that pursue them (Zaragoza, Mitchell, Payment & Drivdahl, 2011). For instance, after a tragic event, an individual is more susceptible to things surrounding them. Unintentionally, things are being stored into memory that may or may not be factual or related to the specific event. In efforts to explain false memories, researchers developed a technique called “lost in the mall”. In the “lost in the mall” technique study, participants were provided with diminutive descriptions of events that took place during their childhood, as well as, a false account of the participant being lost in the mall during childhood (Solso, ...
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...ut real-life occurrences unintentionally. Whether or not these memories can be repressed or reversed is still under assessment.
Works Cited
Dehon,H., Laroi, F., & Van der Linder, M. (2011). The Influence of Encoding Style on the Production of False Memories in the DRM Paradigm: New Insights on Individual Differences in False Memory Susceptibility? Personality and Individual Differences, 50(1), 583-587.
Holliday, R., Brainerd, C., & Reyna, V. (2010). Developmental Reversals in False Memory: Now You See Them, Now You Don’t! Developmental Psychology, 47(2), 442-449.
Solso, R., MacLin, O., & MacLin, K. (2008). Cognitive Psychology (8th ed.). Boston, MA: Pearson Learning Solutions.
Zaragoza, M., Mitchell, K., Payment, K., & Drivdahl, S. (2011). False Memories for Suggestions: The Impact of Conceptual Elaboration. Journal of Memory and Language, 64(1), 18-31.
Roediger III, H. L., Watson, J. M., McDermott, K. B., & Gallo, D. A. (2001). Factors that determine false recall: A multiple regression analysis. Psychonomic Bulletin & Review, 8(3), 385-407.
Steffens, M., & Mecklenbräuker, S. (2007). False memories: Phenomena, theories, and implications. Zeitschrift Für Psychologie/Journal Of Psychology, 215(1), 12-24. doi:10.1027/0044-3409.215.1.12
Many of the memories that were remembered are usually previous childhood experiences. Dewhurst and Robinson (2004) conducted a study where 5, 8 and 11 year old children were tested on memory illusion. One of the procedures used to test false memories is the DRM paradigm. The DRM paradigm presents a list of words that include a critical word that is typically remembered although it was never presented. During the DRM procedure the children were given five lists that contained eight words. Each list consisted of at least one rhyme and a semantic theme. Each child was tested on their own by the classroom
The article How to Tell If a Particular Memory Is True or False by Daniel M. Bernstein and Elizabeth F. Loftus, addresses the various techniques used by cognitive scientists and other researchers in hopes of distinguishing true from false memories. For this article Loftus and Bernstein, memory researchers, chose to discuss the different methods currently used, rather than trying to find new ways to tell if a particular memory is true or false. Their findings in these three different approaches are very interesting, and leads us to think critically of the veracity of true and false memories.
Watson, J. M., Bunting, M. F., Poole, B. J., & Conway, A. R. (2005). Individual differences in susceptibility to false memory in the Deese-Roediger-McDermott paradigm. Journal of Experimental Psychology: Learning, Memory and Cognition, 31(1), 76-85.
Ebbinghaus’ work on memory performance contributed astonishing knowledge to the field of scientific psychology and enthralled several succeeding researchers and psychologists (Fuchs, 1997; Slamecka, 1985; Young, 1985). Ebbinghaus was precisely known for conducting memory experiments by using nonsense syllables, and from the results of those experiments, he postulated a unitary view of learning and memory. However, Endel Tulving, provided evidence from Ebbinghaus’ original research that there existed discernible kinds of learning and memory. Prior to his experiment, Tulving received some scathing criticism on his stance regarding Ebbinghaus’ research, but he averred that there was no intention to derogate its concept (Slamecka, 1985; Tulving, 1985). Rather, Tulving’s experiment emanated from Ebbinghaus’ original research to address implications that would supplement knowledge about the psychological science of memory.
Storbeck, J., & Clore, G. L. (2005). With sadness comes accuracy; with happiness, false memory. Psychological Science, 16(10), 785-791.
There have been several experiments done to try to prove that false memories can indeed be formed. One experiment, for example, was tried with a 14-year-old boy. The boy was told four memories, one of which was falsely constructed but similar to that of a true memory. The memories that were suggested took place when the boy was about 10 years younger. As the false memory was retold to him, he was asked to explain in detail what he had remembered from that event. Surprisingly, he claimed to remember the event, even though it was falsely created by the interviewer and his brother, and went on to explain what he remember to have happened, details and all. After collecting everything he had said about the four memories, he was told that one of the suggested memories was made-up and he was asked to guess which one it may have been. When he couldn’t decide which one it was, he was told that it was in fact the memory of getting lost in a store. He was confused and had trouble believing the truth.
Researchers did this by testing four groups with the same criteria as the previous study, a control group and continuous, repressed, recovered memories groups of CSA. During this test, participants were given a word and must state a memory of an event that occurred no longer than one day in one minute or less. Half of the word cues were prompted to respond to a memory from childhood and the other half a memory from adulthood. Participants were then asked to report the date that the event occurred. The latency to retrieve a memory was recorded and used as a dependent variable. Although all four groups retrieved adulthood memories with ease, results revealed that all three groups with memories of CSA had difficulty in retrieving childhood memories. The repressed memory group performed significantly worse in the retrieval of these specific childhood
Farrants, J. (1998, September). The 'false' memory debate. Counseling Psychology Quarterly. Retrieved September 14, 2000 from ProQuest database (Bell & Howell Information and Learning-ProQuest) on the World Wide Web: http://proquest.umi.com/pqdweb
The researchers had the participants’ complete three parts of the experiment: the learning phase, the TNT phase and the final memory phase. In the learning phase, the participants were presented forty eight object image pairs and asked to recall them. The participants were asked to learn a behavioral response for each item. The participants were then shown one of the forty eight objects and asked to press a key indicating left or right depending on the strength of the associated picture. After this, participants were then shown the correct related picture for two seconds as response. ...
Memory is one of the most critical parts of cognition. It is important because it is involved in almost every aspect of cognition including problem solving, decision making, attention, and perception. Because of this importance, people rely on one’s memory to make important decisions. The value of one’s memory in this society is so high that it is used as evidence to either save one’s life or kill one’s life during murder trials. But as many of the cognitive psychologists know, human’s memory can cause many errors. One of these errors is false memory which is either remembering events that never happened or remembering events differently from the actual event. This finding of false memory raised big interests among psychologists and general public and many researches were done in order to find more about the false memory. The constructive approach to memory, which states that memory is constructed by person based on what really happened in addition to person’s other knowledge, experiences, and expectations, supports the idea of false memory. Just like what constructive approach to memory states, the false memory can be created by person’s knowledge, common biases, and suggestions. The present study was done in order to demonstrate one methodology that biases people to create and recall false memories. The present study is based on Deese’s experiment in 1959 and also on Roediger and McDermott’s experiment in 1995. The participants will be presented with sequence of words visually, and then they would have to classify a set of words as either in the sequence or not in the sequence. Our hypothesis is that people will create false memories and recall distractor words that are related to the sequence of words presented significantly m...
For instance, I had a trip to San Francisco’s Angel Island when I was in high school. I visited the Angel Island immigration station, which is a former processing center for immigrants entering the United States. In the building, there are rooms with sets of bunk beds. I saw things that immigrants used before and read the poems that they wrote on the wall. There are yards and activity rooms inside the building for the immigrants. It is a nice building with a beautiful environment. Based on what I saw, I used to believe that Angel Island is a nice place for immigrants to stay before their immigration status was processed. Later, when I searched online about the immigration station, I found out that Angel Island was almost like a prison for the immigrants. Immigrants were not allowed to move freely in the building. There were many restrictions and harsh treatments to the immigrants. When I think about the Angel Island now, I view it as a horrible place for former immigrants despite the beautiful environment I saw. Even though the memory of the actual observation may be remembered correctly, we tend to distort our memory with the given suggested information. External factors can affect our credibility to our own memory and thus make the memory to become
Balota, D. A. and Marsh, E.J. Cognitive psychology. Key Readings. (2004) Hove: East Sussex: Psychology Press.
According to Sternberg (1999), memory is the extraction of past experiences for information to be used in the present. The retrieval of memory is essential in every aspect of daily life, whether it is for academics, work or social purposes. However, many often take memory for granted and assume that it can be relied on because of how realistic it appears in the mind. This form of memory is also known as flashbulb memory. (Brown and Kulik, 1977). The question of whether our memory is reliably accurate has been shown to have implications in providing precise details of past events. (The British Psychological Association, 2011). In this essay, I would put forth arguments that human memory, in fact, is not completely reliable in providing accurate depictions of our past experiences. Evidence can be seen in the following two studies that support these arguments by examining episodic memory in humans. The first study is by Loftus and Pickrell (1995) who found that memory can be modified by suggestions. The second study is by Naveh-Benjamin and Craik (1995) who found that there is a predisposition for memory to decline with increasing age.