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Related Experiment Video

Updated: Jul 6, 2026

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

[Development of semantic knowledge in children's associative false memory].

Tomohiro Nabeta¹, Jun-ichi Mekuta, Akiko Kamigaki

¹Hiroshima University, Japan. nabeta@educ.kyoto-u.ac.jp

Shinrigaku Kenkyu : the Japanese Journal of Psychology

|April 12, 2008

Summary

Young children exhibit false recall in the Deese-Roediger-McDermott (DRM) procedure when word lists match their associative knowledge. This indicates that the semantic structures influencing false memories develop by age five.

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Area of Science:

Cognitive Psychology
Developmental Psychology
Memory Research

Context:

The Deese-Roediger-McDermott (DRM) procedure is a standard method for studying false memory.
Previous research indicated young children do not exhibit false recall in the DRM task.
This discrepancy suggested a potential limitation in the word lists used in prior studies.

Purpose:

To investigate whether children produce false recall in the DRM procedure when word lists are tailored to their specific associative knowledge.
To determine if the developmental stage of semantic knowledge influences false memory formation in young children.

Summary:

This study developed and utilized word lists reflecting the associative knowledge of five-year-old children within the DRM procedure.
Results demonstrated that children falsely recalled non-presented critical-lure words when studying child-normed lists, but not when studying adult-normed lists.
This finding confirms that children's false recall is contingent upon the semantic relatedness of the study material to their own knowledge base.

Impact:

The study suggests that the semantic knowledge structures necessary for mediating false recall are established by five years of age.
This research refines our understanding of early memory development and the conditions under which false memories emerge.
Findings have implications for educational practices and memory assessments involving young children.