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False Memories

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False memories represent a cognitive distortion in which individuals recall events that did not happen, or remember them in an altered form. This phenomenon highlights the brain's constructive nature in processing and recalling memories, emphasizing that memory is not a perfect representation of past events but rather a dynamic reconstruction influenced by various factors.
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Related Experiment Video

Updated: Jan 31, 2026

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Derived false memories using a respondent-type (ReT) procedure.

L Jorge Ruiz-Sánchez¹, Carmen Luciano¹, Paul M Guinther²

¹University of Almería.

Journal of the Experimental Analysis of Behavior

|December 23, 2018

Summary

This study demonstrates how respondent-type (ReT) training can create false memories. Equivalence testing and training significantly increased the occurrence of these derived false memories.

Keywords:

DRIFT derived relations false memory relational frame theory respondent-type training stimulus equivalence

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Last Updated: Jan 31, 2026

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

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Published on: November 14, 2018

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

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Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats

Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats

Published on: June 18, 2018

Area of Science:

Cognitive Psychology
Behavioral Science

Background:

False memories can arise from various cognitive processes.
Understanding the mechanisms of false memory formation is crucial for memory research.

Purpose of the Study:

To investigate the generation of derived false memories using a respondent-type (ReT) training procedure.
To examine the influence of stimulus equivalence classes and testing on false memory formation.

Main Methods:

Established two stimulus equivalence classes (Class 1 and Class 2) using a one-to-many ReT procedure.
Administered partial stimulus equivalence tests, with additional training and testing for failures.
Conducted memorization of Class 1 words, followed by free recall and recognition tests.

Main Results:

False recall and recognition were higher for nonstudied Class 1 words compared to Class 2 words.
Derived false memory effects were more pronounced with increased training/testing and higher equivalence test accuracy.
Nonstudied words that underwent equivalence testing showed higher false recall and remembering.

Conclusions:

Responses to contiguous stimuli can generate derived false memories.
Equivalence testing plays a significant role in enhancing the emergence of these false memories.