Event Title
Inducing False Memory in 3- to 5-Year-Old Children and Adults: The Role of Item Relation and Presentation on DRM Performance
Location
Parker-Reed, SSWAC
Start Date
30-4-2015 11:00 AM
End Date
30-4-2015 1:55 PM
Project Type
Poster
Description
To explore the role of the relation among list items (categorical or thematic) and presentation (words only or words plus pictures) on 3- to 5-year-old childrens false memory performance, children and adults were presented with categorically- and thematically- related lists in a standard DRM paradigm. In addition, half of the participants viewed full-colored images along with the verbally-presented words. Adults true recall and recognition exceeded childrens, and for both ages, categorically-related lists were recalled more accurately than thematically-related lists. Children showed greater false memory than adults, and more so with categorically- than thematically-related lists. There was no difference in performance for true recall, true recognition, or false memory based on the presence or absence of pictures. The findings suggest that 3- to 5-year-old childrens conceptual knowledge is organized categorically, thus facilitating false memory with categorically-related lists. Moreover, the findings provide further insight into the role of visual supports in semantic memory.
Sponsoring Department
Colby College. Psychology Dept.
CLAS Field of Study
Social Sciences
Event Website
http://www.colby.edu/clas
ID
947
Inducing False Memory in 3- to 5-Year-Old Children and Adults: The Role of Item Relation and Presentation on DRM Performance
Parker-Reed, SSWAC
To explore the role of the relation among list items (categorical or thematic) and presentation (words only or words plus pictures) on 3- to 5-year-old childrens false memory performance, children and adults were presented with categorically- and thematically- related lists in a standard DRM paradigm. In addition, half of the participants viewed full-colored images along with the verbally-presented words. Adults true recall and recognition exceeded childrens, and for both ages, categorically-related lists were recalled more accurately than thematically-related lists. Children showed greater false memory than adults, and more so with categorically- than thematically-related lists. There was no difference in performance for true recall, true recognition, or false memory based on the presence or absence of pictures. The findings suggest that 3- to 5-year-old childrens conceptual knowledge is organized categorically, thus facilitating false memory with categorically-related lists. Moreover, the findings provide further insight into the role of visual supports in semantic memory.
https://digitalcommons.colby.edu/clas/2015/program/180