¿Puede el efecto de generación producir falsas memorias?
Titulo:

¿Puede el efecto de generación producir falsas memorias?
.

Sumario:

El Efecto de Generación (EG) se refi ere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada debido a los altos niveles de asociación que tiene con las FM y debido a propuestas recientes que indican que ambos fenómenos comparten procesos memorísticos. Las FM son reportes memorísticos que difi eren parcial o totalmente de los eventos experimentados. El objetivo del presente artículo es presentar una revisión de estudios clásicos sobre EG y FM, así como la interacción de estos dos fenómenos y las propuestas explicativas existentes para ello... Ver más

Guardado en:

Acta Colombiana de Psicología

0123-9155

1909-9711

Miramontes, Marisol M.

Mojardín, Ambrocio H.

Stein, Lilian M.

UNIVERSIDAD CATÓLICA DE COLOMBIA

13

2010-07-01

175

184

Colombia

Memoria

Efecto de generación

Falsas memorias

Efeito de geração

Falsas memórias

Memória

Marisol M. Miramontes, Ambrocio H. Mojardín, Lilian M. Stein - 2010

info:eu-repo/semantics/openAccess

http://purl.org/coar/access_right/c_abf2

id metarevistapublica_ucatolica_actacolombianadepsicologia_84_article_378
record_format ojs
spelling ¿Puede el efecto de generación producir falsas memorias?
¿Can generation effect produce false memories?
El Efecto de Generación (EG) se refi ere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada debido a los altos niveles de asociación que tiene con las FM y debido a propuestas recientes que indican que ambos fenómenos comparten procesos memorísticos. Las FM son reportes memorísticos que difi eren parcial o totalmente de los eventos experimentados. El objetivo del presente artículo es presentar una revisión de estudios clásicos sobre EG y FM, así como la interacción de estos dos fenómenos y las propuestas explicativas existentes para ellos. Además, se pretende analizar la hipótesis que sugieren que el EG podría no solo aumentar índices de Memorias Verdaderas, sino también índices de FM. De ello se sugieren posibles líneas de investigación empírica que permitan esclarecer la relación entre estos dos fenómenos.
The generation effect (GE) is the memory advantage of a self-generated (e.g., dep_rt_me_t) information, as compared to information that has been received complete, just to be memorized (e.g., department). The advantage of the GE in memory has been questioned because of its high associations with FM, and recent approaches that state commonality of responsible memory processes to both phenomena. FM refers to memory reports that are partially or totally inconsistent with experienced events. The aim of the present paper is to review the classical studies on GE and FM, as well as the interaction with each other and the theoretical approaches about them. Some hypotheses suggesting that the GE could not only enhance true memory but also produce more FM are discussed. Possible lines for future empirical research that may lead to clarify the relationship between these two phenomena are considered.
Miramontes, Marisol M.
Mojardín, Ambrocio H.
Stein, Lilian M.
Memory
Generation effect
False memories
Memoria
Efecto de generación
Falsas memorias
Efeito de geração
Falsas memórias
Memória
13
2
Artículo de revista
Journal article
2010-07-01T00:00:00Z
2010-07-01T00:00:00Z
2010-07-01
application/pdf
Universidad Católica de Colombia
Acta Colombiana de Psicología
0123-9155
1909-9711
https://actacolombianapsicologia.ucatolica.edu.co/article/view/378
https://actacolombianapsicologia.ucatolica.edu.co/article/view/378
spa
https://creativecommons.org/licenses/by-nc-sa/4.0/
Marisol M. Miramontes, Ambrocio H. Mojardín, Lilian M. Stein - 2010
175
184
Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist. 30(8), 821- 828.
Brainerd, C. J. (2005). Fuzzy trace theory: memory. En C. Izawa, N. Ohta (Eds.). Human Learning and Memory: Advances in Theory and Application The 4th Tsukuba International Conference on Memory. (pp. 219-238). Psychology Press.
Brainerd, C. J., & Mojardín, A. H. (1998). Children´s and adult´s spontaneous false memories: long-term persistence and mere-testing effects. Child Development, 69(5), 1361-1377.
Brainerd, C. J., & Reyna, V. F. (2005). The science of false memory. Oxford: Oxford University Press.
Brainerd, C. J., Reyna, V. F., & Brandse, E. (1995). Are children´s false memories more persistent that their true memories?. Psychological Science, 6(6), 359-364.
Brainerd, C. J., Reyna, V. F., Wright, R., & Mojardín, A. H. (2003). Recollection rejection: False memory editing in children and adults. Psychological Review, 110 (4), 762-784.
Brainerd, C. J., Wright, R., Reyna, V. F., & Mojardín, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 341-361.
Coane, J. H., McBride, D. M., Raulerson III, B. A., & Jordan, S. (2007). False memory in a short-term memory task. Experimental Psychology, 54(1), 62–70.
Crutcher, R. J., & Healey, A. F. (1989). Cognitive operations and the generation effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(4), 669-675.
Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal Experimental Psychology, 58(1), 17-22.
DeWinstanley, P. (1995). A generation effect can be found during naturalistic learning. Psychonomic Bulletin & Review, 2(4), 538-541.
DeWinstanley, P., & Bjork, E. L. (1997). Processing instructions and the generation effect: a test of the multifactor transfer-appropriate processing theory. Memory, 5(3), 401-421.
Dodson, C. S., & Schacter, D. L. (2001). “If I had said it I would have remembered it”: Reducing false memories with a distinctiveness heuristic. Psychonomic Bulletin & Review. 8(1), 155-161.
Glisky, E. L., & Rabinowitz, J. C. (1985). Enhancing the generation effect through repetition of operations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(2), 193-205.
Gunter, R. W., Bodner, G. E., & Azad, T. (2007). Generation and encoding induce a mirror effect in the DRM paradigm. Memory and Cognition, 35(5), 1083-1091.
Israel, L., & Schacter, D. L. (1997). Pictorial encoding reduces false recognition of semantic associates. Psychonomic Bulletin & Review, 4, 577-581
Jacoby, L. L. (1978). On interpreting the effects of repetition: solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17(6), 649-668.
Kinjo, H., & Snodgrass, J. G. (2000). Does the generation effect occur for pictures?. American Journal Psychology, 113(1), 95-121.
Marsh, E. L., & Brower, G. H. (2004). The role of rehearsal and generation in false memory creation. Memory. 12(6), 748-761.
McCabe, D. P., & Smith, A. D. (2006). The distinctiveness heuristic in false recognition and false recall. Memory, 14, 570 -583.
McDermontt, K. B., & Watson, J. M. (2001). The rise and fall of false recall: The impact of presentation duration. Journal of Memory and Language, 45, 160–176.
McDermott, K. B. (1996). The persistence of false memories in list recall. Journal of Memory and Language, 35, 212-230.
McElroy, L. A. (1987). The generation effect with homographs: evidence for postgeneration processing. Memory & Cognition, 15 (2), 148-153.
McElroy, L. A., & Slamecka, N. J. (1982). Memorial consequences of generating nonwords: implications of semantic memory interpretations of the generation effect. Journal of Verbal Learning and Verbal Behavior, 21, 249-259.
McNamara, D. S., & Healy. A. F. (2000) A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652–679.
Mojardín, A. H., Velázquez, J. H., Cajiga, S., Apodaca, A., Romero, A. & Alvarado, E. (2003, Noviembre). The generation effect and false memories in sworn testimony. Paper presented at annual meeting of the SJDM, Vancouver, Canada.
Mojardín, A. H., Velázquez. J. H., & Mojardín L. (2005, Noviembre). The underlying memory mechanisms of the generation effect. Paper presented at annual meeting of the SJDM, Toronto, Canada.
Mojardín, H. A. (1997). Age differences in forgetting false memories. Tesis de maestria no publicada, Unviversity of Arizona, EU.
Mojardín, H. A. (2008). Origen y manifestaciones de las falsas memorias. Acta Colombiana de Psicología, 11(1), 37-43.
Mulligan, N. W. (2002). The emergent generation effect and hipermnesia: influences of semantic and nosemantic geneation taks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 541-554.
Mulligan, N. W., & Duke, M. D. (2002). Positive and negative generation effects, hipermnesia, and total recall time. Memory & Cognition, 30(7), 1044-1053.
Neufeld, C. B., Brust, P. G., & Stein, L. M. (2008). Adaptação de um método de investigação do impacto da emoção na memória. Psico-USF, 13(1), 21-29.
Neufeld, C. B., Brust, P. G., & Stein, L. M. (2010). Compreendendo o fenômeno das falsas memórias. En L. M. Stein (Eds.), Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas (pp. 21-41). Porto Alegre: Artmed.
Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior. 4, 32-38.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.
Reyna, V. F., & Kiernan, B. (1994). Development of gist versus verbatim memory in sentence recognition: effects of lexical familiarity, semantic content, encoding instructions, and retention interval. Developmental Psychology, 30(2), 178-191.
Rhodes, M. G., & Anastasi, J. F. (2000). The effects of a levelsof-processing manipulation on false recall. Psychonomic Bulletin & Review, 7(1), 158-162.
Roediger, H. L., & McDermont, K. B. (1995). Creating false memories: remembering Words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803-814.
Schacter, D. L., Israel, L., & Racine, C. (1999). Suppressing false recognition in younger and older adults: the distinctiveness heuristic. Journal of Memory and Language, 40(1), 1-24.
Seamon, J. G., Luo, C. R., Kopecky, J. J., Price, C. A., Rothschild, L., Fung, S., & Schwartz, M. A. (2002). Are false memories more difficult to forget that accurate memories?. The effect of retention interval on recall and recognition. Memory & Cognition, 30 (7), 1054-1064.
Slamecka, N. J., & Graf, P. (1978). The generation effect: delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604.
Soraci, S. A., Carlin, M. T., Toglia, M. P., Chechile. R. A., & Neuschatz, J. S. (2003). Generative processing and false memories: when there is no cost. Journal of Experimental Psychology: Learning, Memory, and cognition, 29(4), 511-523.
Stein, L. M. (2010). Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas. Porto Alegre: Artmed.
Stein, L. M., & Neufeld, C.B. (2001). Falsas memórias: porque lembramos de coisas que não aconteceram?. Arquivos de Ciências da Saúde da UNIPAR. 5(2), 179-186.
Stein, L. M., Feix, G. R., & Rohenkohl, G. (2006). Avanços metodológicos no estudo das falsas memórias: construção e normatização do procedimento de palavras associadas. Psicologia: Refl exão e Crítica, 19(2), 01-11.
Taconnat, L., Froger, C. Sacher, M., & Isingrini, M. (2008). Generation and associative encondingin young and old adults. Experimental Psychology. 55(1), 23-30.
Toglia, M. P., Neuschatz, J. S., & Goodwin, K. A. (1999). Recall accuracy and illusory memories: when more is less. Memory, 7(2), 233-56.
Wright, D. B., Startup, H. M., & Mathews, S. A. (2005). Mood, dissociation and false memories using the Deese-Roediger McDermott procedure. British Journal of Psychology, 96, 283–293.
https://actacolombianapsicologia.ucatolica.edu.co/article/download/378/384
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Text
Publication
institution UNIVERSIDAD CATÓLICA DE COLOMBIA
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADCATOLICADECOLOMBIA/logo.png
country_str Colombia
collection Acta Colombiana de Psicología
title ¿Puede el efecto de generación producir falsas memorias?
spellingShingle ¿Puede el efecto de generación producir falsas memorias?
Miramontes, Marisol M.
Mojardín, Ambrocio H.
Stein, Lilian M.
Memory
Generation effect
False memories
Memoria
Efecto de generación
Falsas memorias
Efeito de geração
Falsas memórias
Memória
title_short ¿Puede el efecto de generación producir falsas memorias?
title_full ¿Puede el efecto de generación producir falsas memorias?
title_fullStr ¿Puede el efecto de generación producir falsas memorias?
title_full_unstemmed ¿Puede el efecto de generación producir falsas memorias?
title_sort ¿puede el efecto de generación producir falsas memorias?
title_eng ¿Can generation effect produce false memories?
description El Efecto de Generación (EG) se refi ere a la ventaja memorística que tiene la información que fue generada por nosotros mismos (e.g., dep_rt_me_to), en comparación con la información que recibimos sólo para memorizarla (e.g., departamento). La ventaja del EG en la memoria viene siendo cuestionada debido a los altos niveles de asociación que tiene con las FM y debido a propuestas recientes que indican que ambos fenómenos comparten procesos memorísticos. Las FM son reportes memorísticos que difi eren parcial o totalmente de los eventos experimentados. El objetivo del presente artículo es presentar una revisión de estudios clásicos sobre EG y FM, así como la interacción de estos dos fenómenos y las propuestas explicativas existentes para ellos. Además, se pretende analizar la hipótesis que sugieren que el EG podría no solo aumentar índices de Memorias Verdaderas, sino también índices de FM. De ello se sugieren posibles líneas de investigación empírica que permitan esclarecer la relación entre estos dos fenómenos.
description_eng The generation effect (GE) is the memory advantage of a self-generated (e.g., dep_rt_me_t) information, as compared to information that has been received complete, just to be memorized (e.g., department). The advantage of the GE in memory has been questioned because of its high associations with FM, and recent approaches that state commonality of responsible memory processes to both phenomena. FM refers to memory reports that are partially or totally inconsistent with experienced events. The aim of the present paper is to review the classical studies on GE and FM, as well as the interaction with each other and the theoretical approaches about them. Some hypotheses suggesting that the GE could not only enhance true memory but also produce more FM are discussed. Possible lines for future empirical research that may lead to clarify the relationship between these two phenomena are considered.
author Miramontes, Marisol M.
Mojardín, Ambrocio H.
Stein, Lilian M.
author_facet Miramontes, Marisol M.
Mojardín, Ambrocio H.
Stein, Lilian M.
topic Memory
Generation effect
False memories
Memoria
Efecto de generación
Falsas memorias
Efeito de geração
Falsas memórias
Memória
topic_facet Memory
Generation effect
False memories
Memoria
Efecto de generación
Falsas memorias
Efeito de geração
Falsas memórias
Memória
topicspa_str_mv Memoria
Efecto de generación
Falsas memorias
Efeito de geração
Falsas memórias
Memória
citationvolume 13
citationissue 2
publisher Universidad Católica de Colombia
ispartofjournal Acta Colombiana de Psicología
source https://actacolombianapsicologia.ucatolica.edu.co/article/view/378
language spa
format Article
rights https://creativecommons.org/licenses/by-nc-sa/4.0/
Marisol M. Miramontes, Ambrocio H. Mojardín, Lilian M. Stein - 2010
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
references Atkinson, R. C. (1975). Mnemotechnics in second-language learning. American Psychologist. 30(8), 821- 828.
Brainerd, C. J. (2005). Fuzzy trace theory: memory. En C. Izawa, N. Ohta (Eds.). Human Learning and Memory: Advances in Theory and Application The 4th Tsukuba International Conference on Memory. (pp. 219-238). Psychology Press.
Brainerd, C. J., & Mojardín, A. H. (1998). Children´s and adult´s spontaneous false memories: long-term persistence and mere-testing effects. Child Development, 69(5), 1361-1377.
Brainerd, C. J., & Reyna, V. F. (2005). The science of false memory. Oxford: Oxford University Press.
Brainerd, C. J., Reyna, V. F., & Brandse, E. (1995). Are children´s false memories more persistent that their true memories?. Psychological Science, 6(6), 359-364.
Brainerd, C. J., Reyna, V. F., Wright, R., & Mojardín, A. H. (2003). Recollection rejection: False memory editing in children and adults. Psychological Review, 110 (4), 762-784.
Brainerd, C. J., Wright, R., Reyna, V. F., & Mojardín, A. H. (2001). Conjoint recognition and phantom recollection. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 341-361.
Coane, J. H., McBride, D. M., Raulerson III, B. A., & Jordan, S. (2007). False memory in a short-term memory task. Experimental Psychology, 54(1), 62–70.
Crutcher, R. J., & Healey, A. F. (1989). Cognitive operations and the generation effect. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(4), 669-675.
Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal Experimental Psychology, 58(1), 17-22.
DeWinstanley, P. (1995). A generation effect can be found during naturalistic learning. Psychonomic Bulletin & Review, 2(4), 538-541.
DeWinstanley, P., & Bjork, E. L. (1997). Processing instructions and the generation effect: a test of the multifactor transfer-appropriate processing theory. Memory, 5(3), 401-421.
Dodson, C. S., & Schacter, D. L. (2001). “If I had said it I would have remembered it”: Reducing false memories with a distinctiveness heuristic. Psychonomic Bulletin & Review. 8(1), 155-161.
Glisky, E. L., & Rabinowitz, J. C. (1985). Enhancing the generation effect through repetition of operations. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11(2), 193-205.
Gunter, R. W., Bodner, G. E., & Azad, T. (2007). Generation and encoding induce a mirror effect in the DRM paradigm. Memory and Cognition, 35(5), 1083-1091.
Israel, L., & Schacter, D. L. (1997). Pictorial encoding reduces false recognition of semantic associates. Psychonomic Bulletin & Review, 4, 577-581
Jacoby, L. L. (1978). On interpreting the effects of repetition: solving a problem versus remembering a solution. Journal of Verbal Learning and Verbal Behavior, 17(6), 649-668.
Kinjo, H., & Snodgrass, J. G. (2000). Does the generation effect occur for pictures?. American Journal Psychology, 113(1), 95-121.
Marsh, E. L., & Brower, G. H. (2004). The role of rehearsal and generation in false memory creation. Memory. 12(6), 748-761.
McCabe, D. P., & Smith, A. D. (2006). The distinctiveness heuristic in false recognition and false recall. Memory, 14, 570 -583.
McDermontt, K. B., & Watson, J. M. (2001). The rise and fall of false recall: The impact of presentation duration. Journal of Memory and Language, 45, 160–176.
McDermott, K. B. (1996). The persistence of false memories in list recall. Journal of Memory and Language, 35, 212-230.
McElroy, L. A. (1987). The generation effect with homographs: evidence for postgeneration processing. Memory & Cognition, 15 (2), 148-153.
McElroy, L. A., & Slamecka, N. J. (1982). Memorial consequences of generating nonwords: implications of semantic memory interpretations of the generation effect. Journal of Verbal Learning and Verbal Behavior, 21, 249-259.
McNamara, D. S., & Healy. A. F. (2000) A procedural explanation of the generation effect for simple and difficult multiplication problems and answers. Journal of Memory and Language, 43, 652–679.
Mojardín, A. H., Velázquez, J. H., Cajiga, S., Apodaca, A., Romero, A. & Alvarado, E. (2003, Noviembre). The generation effect and false memories in sworn testimony. Paper presented at annual meeting of the SJDM, Vancouver, Canada.
Mojardín, A. H., Velázquez. J. H., & Mojardín L. (2005, Noviembre). The underlying memory mechanisms of the generation effect. Paper presented at annual meeting of the SJDM, Toronto, Canada.
Mojardín, H. A. (1997). Age differences in forgetting false memories. Tesis de maestria no publicada, Unviversity of Arizona, EU.
Mojardín, H. A. (2008). Origen y manifestaciones de las falsas memorias. Acta Colombiana de Psicología, 11(1), 37-43.
Mulligan, N. W. (2002). The emergent generation effect and hipermnesia: influences of semantic and nosemantic geneation taks. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(3), 541-554.
Mulligan, N. W., & Duke, M. D. (2002). Positive and negative generation effects, hipermnesia, and total recall time. Memory & Cognition, 30(7), 1044-1053.
Neufeld, C. B., Brust, P. G., & Stein, L. M. (2008). Adaptação de um método de investigação do impacto da emoção na memória. Psico-USF, 13(1), 21-29.
Neufeld, C. B., Brust, P. G., & Stein, L. M. (2010). Compreendendo o fenômeno das falsas memórias. En L. M. Stein (Eds.), Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas (pp. 21-41). Porto Alegre: Artmed.
Paivio, A. (1965). Abstractness, imagery, and meaningfulness in paired-associate learning. Journal of Verbal Learning and Verbal Behavior. 4, 32-38.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93(3), 223-231.
Reyna, V. F., & Kiernan, B. (1994). Development of gist versus verbatim memory in sentence recognition: effects of lexical familiarity, semantic content, encoding instructions, and retention interval. Developmental Psychology, 30(2), 178-191.
Rhodes, M. G., & Anastasi, J. F. (2000). The effects of a levelsof-processing manipulation on false recall. Psychonomic Bulletin & Review, 7(1), 158-162.
Roediger, H. L., & McDermont, K. B. (1995). Creating false memories: remembering Words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21(4), 803-814.
Schacter, D. L., Israel, L., & Racine, C. (1999). Suppressing false recognition in younger and older adults: the distinctiveness heuristic. Journal of Memory and Language, 40(1), 1-24.
Seamon, J. G., Luo, C. R., Kopecky, J. J., Price, C. A., Rothschild, L., Fung, S., & Schwartz, M. A. (2002). Are false memories more difficult to forget that accurate memories?. The effect of retention interval on recall and recognition. Memory & Cognition, 30 (7), 1054-1064.
Slamecka, N. J., & Graf, P. (1978). The generation effect: delineation of a phenomenon. Journal of Experimental Psychology: Human Learning and Memory, 4(6), 592-604.
Soraci, S. A., Carlin, M. T., Toglia, M. P., Chechile. R. A., & Neuschatz, J. S. (2003). Generative processing and false memories: when there is no cost. Journal of Experimental Psychology: Learning, Memory, and cognition, 29(4), 511-523.
Stein, L. M. (2010). Falsas Memórias: Fundamentos científicos e aplicações clínicas e jurídicas. Porto Alegre: Artmed.
Stein, L. M., & Neufeld, C.B. (2001). Falsas memórias: porque lembramos de coisas que não aconteceram?. Arquivos de Ciências da Saúde da UNIPAR. 5(2), 179-186.
Stein, L. M., Feix, G. R., & Rohenkohl, G. (2006). Avanços metodológicos no estudo das falsas memórias: construção e normatização do procedimento de palavras associadas. Psicologia: Refl exão e Crítica, 19(2), 01-11.
Taconnat, L., Froger, C. Sacher, M., & Isingrini, M. (2008). Generation and associative encondingin young and old adults. Experimental Psychology. 55(1), 23-30.
Toglia, M. P., Neuschatz, J. S., & Goodwin, K. A. (1999). Recall accuracy and illusory memories: when more is less. Memory, 7(2), 233-56.
Wright, D. B., Startup, H. M., & Mathews, S. A. (2005). Mood, dissociation and false memories using the Deese-Roediger McDermott procedure. British Journal of Psychology, 96, 283–293.
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