2. SMART PEOPLE???

3. The Effects of Study and Test Variables on MEMORY: Oh Man, Did You Guys Mess Up… Remember?

4. Types of memories 1. True memory - accurate recollection 1. True memory - accurate recollection 2. False memory - recalling events that never occurred or occurred differently 2. False memory - recalling events that never occurred or occurred differently

5. Objective Purpose – to investigate the causes of false memory and the factors that reduce it Purpose – to investigate the causes of false memory and the factors that reduce it We used the Deese-Roediger-McDermott (DRM) list-learning method to elicit false memory We used the Deese-Roediger-McDermott (DRM) list-learning method to elicit false memory

6. What is the DRM procedure? List consisting of 15 words associated to a critical word but not including the critical word List consisting of 15 words associated to a critical word but not including the critical word Critical Word – “sleep” – bed, rest, awake, etc. Critical Word – “sleep” – bed, rest, awake, etc. These lists lead to false recall of critical word These lists lead to false recall of critical word

7. Four Manipulated Variables in the Team 5 Experiment Modality – Auditory vs. Visual Modality – Auditory vs. Visual Presentation Rate – Fast vs. Slow Presentation Rate – Fast vs. Slow Test condition – Group vs. Individual Test condition – Group vs. Individual Sex – Male vs. Female Sex – Male vs. Female

8. Previous Research Related to Modality Smith and Hunt (1998) - visual presentation reduces false memories Smith and Hunt (1998) - visual presentation reduces false memories Maylor and Mo (1999) - auditory study reduces false memories Maylor and Mo (1999) - auditory study reduces false memories

9. Previous Research Related to Rate Toglia and Neuschat ’ s (1996) - faster presentation increases the probability of false recall Toglia and Neuschat ’ s (1996) - faster presentation increases the probability of false recall Gallo, et. al (2001) - a slower presentation increases false memory Gallo, et. al (2001) - a slower presentation increases false memory

10. Previous Research on Individual or Group Recall Weldon and Bellinger (1997) - groups perform better than individuals for true memory Weldon and Bellinger (1997) - groups perform better than individuals for true memory

11. Previous Research on Sex Differences in Recall Ability No past studies on false memory No past studies on false memory True Memory Ionescu (2002) found no differences Ionescu (2002) found no differences Andersson (2001) - females recall better Andersson (2001) - females recall better

12. Hypotheses Presentation factors that will lead to more false memory Presentation factors that will lead to more false memory Auditory Auditory Fast Fast Collaborative recall Collaborative recall We have no prediction regarding sex differences We have no prediction regarding sex differences

13. Subjects and Materials 81 NJ Governor’s School scholars were tested 81 NJ Governor’s School scholars were tested 12 DRM lists were arranged in four groups of three 12 DRM lists were arranged in four groups of three Each set had the same probability of eliciting false memories Each set had the same probability of eliciting false memories

14. Experimental Design Group or individual recall, separated by sex Group or individual recall, separated by sex Words presented slowly (every 3 sec) or quickly (every.5 sec), and visually or orally Words presented slowly (every 3 sec) or quickly (every.5 sec), and visually or orally The lists presented in the same order, but the manner was rotated The lists presented in the same order, but the manner was rotated

15. Procedure Subjects were not made aware that the tests elicited false memory Subjects were not made aware that the tests elicited false memory Subjects were urged not to guess and to only write words they were sure had been presented Subjects were urged not to guess and to only write words they were sure had been presented All subjects received the same testing treatment All subjects received the same testing treatment

16. Results

17. Data Collection Counted proportion of correctly recalled words per set of 45 words Counted proportion of correctly recalled words per set of 45 words Counted proportion of critical missing words recalled out of 3 possible Counted proportion of critical missing words recalled out of 3 possible Counted average number of extraneous words recalled per set Counted average number of extraneous words recalled per set Examined overall effects and two-way interactions between variables Examined overall effects and two-way interactions between variables

21. Conclusion Study shows how we might be able to minimize false memories Study shows how we might be able to minimize false memories Variables that showed better results for true memory also had fewer instances of false recall Variables that showed better results for true memory also had fewer instances of false recall If people are able to remember items more specifically, they are less likely to remember extraneous information If people are able to remember items more specifically, they are less likely to remember extraneous information Even NJ’s finest cannot evade this evil Even NJ’s finest cannot evade this evil

22. Team 5 THE EFFECTS OF STUDY AND TEST VARIABLES ON MEMORY Leslie Bilello, Christina Cordeiro, Michael Flores, Pam Freed, Gregory Kranz, Michael Levin, Julius Li, Aakash Madhu, Leslie O’Mahony, Mara Villanueva, Justine Wu Leslie Bilello, Christina Cordeiro, Michael Flores, Pam Freed, Gregory Kranz, Michael Levin, Julius Li, Aakash Madhu, Leslie O’Mahony, Mara Villanueva, Justine Wu Advisor: Patrick Dolan Advisor: Patrick Dolan Assistant: Jennifer Sissman Assistant: Jennifer Sissman