Using Implicit Instructional Cues to Influence False Memory Induction

Cirelli, L. K., Dickinson, J. & Poirier, M. (2015). Using Implicit Instructional Cues to Influence False Memory Induction. Journal of Psycholinguistic Research, 44(5), pp. 485-494. doi: 10.1007/s10936-014-9301-y

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Previous research has shown that explicit cues specific to the encoding process (endogenous) or characteristic of the stimuli themselves (exogenous) can be used to direct a reader’s attentional resources towards either relational or item-specific information. By directing attention to relational information (and therefore away from item-specific information) the rate of false memory induction can be increased. The purpose of the current study was to investigate if a similar effect would be found by manipulating implicitly endogenous cues. An instructional manipulation was used to influence the perceptual action participants performed on word stimuli during the encoding of DRM list words. Results demonstrated that the instructional conditions that encouraged faster processing also led to an increased rate of false memory induction for semantically related words, supporting the hypothesis that attention was directed towards relational information. This finding supports the impoverished relational processing account of false memory induction. This supports the idea that implicitly endogenous cues, exogenous cues (like font) or explicitly endogenous cues (like training) can direct attentional resources during encoding.

Item Type: Article
Additional Information: The final publication is available at Springer via
Uncontrolled Keywords: Impoverished relational processing, False memory induction, Word recognition, Visual encoding words
Subjects: R Medicine > RC Internal medicine > RC0321 Neuroscience. Biological psychiatry. Neuropsychiatry
Divisions: School of Social Sciences > Department of Psychology

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