Study modality and false recall.
False memories occur when individuals mistakenly report an event as having taken place when that event did not in fact occur. The DRM (Deese, 1959; Roediger & McDermott, 1995) paradigm provides an effective technique for creating and investigating false memories. In this paradigm participants study a list of words (e.g., SOUR, CANDY,…) that are highly associated to a non-presented critical item (e.g., SWEET). The study phase is followed by a test of memory for the study list words. Researchers typically find very high levels of false recall of the critical non-presented item. However, the likelihood of falsely remembering the non-presented critical items can be reduced by presenting studied associates visually rather than auditorally (e.g., Smith & Hunt, 1998). This is referred to as the modality effect in false memory. The current study investigated the role of resource availability in the expression of this modality effect in false recall. In Experiment 1 false recall was reduced in the visual study presentation condition relative to the auditory condition for participants with higher working memory capacity, but not for participants with lower working memory capacity. In Experiment 2 the effect of study modality on false recall was eliminated by the addition of a divided attention task at encoding. Both studies support the proposal that resource availability plays a role in the expression of the modality effect in the DRM paradigm (Smith, Lozito, & Bayen, 2005).
Smith
Rebekah E
RE
Department of Psychology, The University of Texas at San Antonio, TX 78249, USA. rebekah.smith@utsa.edu
Engle
Randall W
RW
D000293:Adolescent; D000328:Adult; D000704:Analysis of Variance; D001288:Attention / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D011340:Problem Solving / Q000502:physiology; D012094:Repression, Psychology