Blunted cortisol response to acute pre-learning stress prevents misinformation effect in a forced confabulation paradigm.

Research examining the effects of stress on false memory formation has been equivocal, partly because of the complex nature of stress-memory interactions. A major factor influencing stress effects on learning is the timing of stress relative to encoding. Previous work has shown that brief stressors administered immediately before learning enhance long-term memory.

False Memories for Suggestions: The Impact of Conceptual Elaboration.

Relatively little attention has been paid to the potential role that reflecting on the meaning and implications of suggested events (i.e., conceptual elaboration) might play in promoting the creation of false memories.