Several researchers have reported that instructing participants to imagine items using the Deese-Roediger-McDermott (DRM) paradigm lowers false memory rates (Foley, Wozniak, & Gillum, 2006). However, other researchers have found that imagery does not always lower false memory rates (Robin, 2010), and investigators have examined the effects of imagery manipulation on semantic but not phonological lists. In the present study, we presented 102 participants with semantic and phonological DRM lists, followed by a free recall test and final recognition test.
View Article and Find Full Text PDFActa Psychol (Amst)
January 2013
In the current study imagination inflation effects were revisited, giving special attention to decreases in confidence ratings following imagery. Reexamining false beliefs, 151 participants were instructed to rate their confidence that they experienced specific childhood events before and after imagery. No significant imagery effects emerged when examining differences in confidence ratings.
View Article and Find Full Text PDFIn the current study we examined whether prevalence information and imagery encoding influence participants' general plausibility, personal plausibility, belief, and memory ratings for suggested childhood events. Results showed decreases in general and personal plausibility ratings for low prevalence events when encoding instructions were not elaborate; however, instructions to repeatedly imagine suggested events elicited personal plausibility increases for low-prevalence events, evidence that elaborate imagery negated the effect of our prevalence manipulation. We found no evidence of imagination inflation or false memory construction.
View Article and Find Full Text PDFResearchers have increasingly investigated the role played by metacognition in students' learning and performance. Metacognition is comprised of metacognitive knowledge and metacognitive experiences, and both components of metacognition are viewed as being important to learning and performance in academic settings. Metacognitive experiences involve, in part, students' awareness of progress on cognitive tasks.
View Article and Find Full Text PDFWeaver and Bryant (1995) proposed the optimum effort hypothesis, suggesting that undergraduate students were better able to predict comprehension when text materials matched their reading level (grade 12) as opposed to being too easy or too difficult (Weaver and Bryant did not assess the actual reading level of their participants). In the study, we examined the reading level and accuracy of performance prediction of both younger and older adults using Weaver and Bryant's materials. Regardless of our participants' high reading levels (grade 14 and above), they still predicted performance best when texts were written at around the grade 12 level, failing to support the optimum effort hypothesis.
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