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Explaining false memory has been a strong resource to understand how memory works in general. More than two decades of research on false memories show that false memories are a complex phenomenon that made most of the established theories of memory insufficient. Phantom recollection is a specific part of the false memory phenomena that consists of a memory illusion in which subjects have a false recollective phenomenology that resembles true recollections. Two experiments following DRM's paradigm served to study phantom recollection in adults, manipulating variables such as Level of processing, Type of voice, Retrieval time and Repetition. The three proper instructions of a mathematical model named Conjoint Recall were applied in order to have separate measures of the phantom recollection manifestations. Ninety American and 90 Mexican university students participated. The results of the experiments disconfirm IAR explanations of phantom recollection, but confirm most of Fuzzy-trace-theory's assumptions on this phenomenon (Brainerd, Payne, Wright, and Reyna, 2003).

Six studies were conducted to examine the influence of various cognitive and social factors underlying children's suggestibility. In Study 1, a misinformation paradigm was used to assess if the addition of visual information to verbal reminders increases preschool children's accurate and inaccurate recall of an experienced event. The results showed that the presentation of pictorial information with verbal reminders increased children's susceptibility to misinformation; however, generation of guided visual imagery produced the same misinformation effects as simple verbal reminders. Study 2 examined the influence of guided visual imagery on kindergarten and grade 3 children's reports of an entire event. Children were interviewed three times about a true and false event. Half of the children were given guided imagery instructions the other half were asked to think about the events. The kindergartners were more susceptible to false event creation than the third-graders. Guided imagery did not increase the rate of false reporting, but the kindergartners who formed visual images of the false event included more false details in their false reports. Studies 3a and 3b examined the effects of timing and repetition of suggestive interviewing on kindergarteners' recall. The results showed that repetition of misinformation only increased suggestibility when the misinformation was temporally close to both the event and memory test. The long-term consequences of suggestive interviewing were assessed in both Studies 1 and 3a. The relative misinformation and facilitation effects were unchanged when the children were re-interviewed approximately five months after the initial memory test. Studies 4a and 4b examined the association between psychosocial and cognitive variables and interrogative suggestibility (Study 4a), susceptibility to misinformation (Study 4a), and false event creation (Study 4b). The results of Study 4a showed small but significant correlations between interro

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Although there is substantial empirical evidence that organization affects recall, there is little known about the effects of specific forms or organizers. The present experiment is an attempt to clarify the role of semantic and graphic cues. Two hundred sixty-four college students participated. Subjects were randomly assigned to eight conditions which varied in explicit visual and semantic organization. Findings indicated that conditions which received explicit semantic organization resulted in much better recall than in other conditions. Additionally, the presence of visual cues facilitated recall at significantly higher rates than the absence of visual cues. Alphabetical information provided no memory facilitation compared to randomly organized lists. Finally, results showed that these findings can be generalized to other hierarchically related word sets. Potential explanations for these findings are presented with a discussion of the study's implications for future research and educational applications. / Department of Psychological Science

The major purpose of this study was to determine the effect of two mediational strategies, labeling and rehearsal, on the short-term memory of prelingual deaf children. The research question answered by this investigation examined whether inducing the use of a mediator was affected by age and the serial position of stimulus items presented.The population of prelingual, severely and profoundly deaf children of normal intelligence were screened for overt production of existing mediational techniques. Thirty-three nonproducing subjects were randomly assigned to three treatment groups at four age levels. Two groups were taught memory strategies, and the third group acted as a control. A single null hypothesis was tested using a 3x4x4 analysis of variance with repeated measures on the last factor. The .05 level of significance was predetermined as the critical probability level for rejecting the hypothesis.FINDINGS1. Differences in recall performance of prelingual deaf children who (a) were induced to label, (b) were induced to cumulatively rehearse, and (c) had no induced strategy did not vary as a function of age and serial position.2. Deaf children's performance on short-term, visual sequential memory tasks is a function of the type of preferred memory strategy and age.3. No differences in performance at the serial positions occurred as a function of age.4. The type of memory strategy used by prelingual deaf children did not result in differences in performance as a function of serial position.5. The youngest deaf children who rehearsed and labeled enhanced recall significantly better than those children who were taught no strategy.6. Most older subjects taught to rehearse recalled significantly better than the children taught to label and those who were not taught a memory technique.7. Late intermediate deaf children who rehearsed recalled better than those children taught to label, but not significantly different from those taught no strategy.8. The relationship among serial position levels showed primacy and recency effects on the memory curve.CONCLUSIONS1. The cognitive processes used by deaf children are similar to those used by hearing children.2. Cognitive processes used by deaf children are utilized for similar purposes as those used by hearing children.3. Deaf children appear to display a production deficiency with regard to the use of mediational strategies. / Department of Special Education

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The purpose of this study was to gain an understanding of how the memories of past teachers "live on" and are manifested in the work of teachers. Employing the method of memory-work to engage in self-study, the author worked with three other women teachers and teacher educators, as she explored the relationship between the memories of former teachers and their influence on her life as a woman and teacher educator. Although there has been a great deal of interest in the significance of autobiography and life history approaches to narrative inquiry over the last decade, and a considerable acknowledgment and appreciation for how past experiences shape the present, the act of remembering, memory itself, has rarely been looked at within the context of narratives in teacher education. Thus, while teachers' anecdotes and stories have gained acceptance and recognition as valuable educational research tools, aspects of memory that make up, influence and ultimately shape the narratives have not been the subject of much discussion. In response, this study investigated how the remembering process shapes the memories themselves in terms of how and what is remembered and how those memories may be constructed. Through the careful consideration and reflection of the past, there lies the potential to understand more fully why and how we have come to be who we are. Further, within this reflection there lies the potential for change as we endeavor to become whom we wish to be. The study concludes with a discussion of research implications and recommendations for further research in the area of self-study and memory-work in pre-service and in-service teacher education.