Hyman I E, Billings F J
Department of Psychology, Western Washington University, Bellingham 98225, USA.
Memory. 1998 Jan;6(1):1-20. doi: 10.1080/741941598.
We investigated if college students will create false childhood memories, the role of self-knowledge in memory creation, and if there are reliable individual differences related to memory creation. Based on information obtained from parents, we asked college students about several true childhood experiences. We also asked each student about one false event and presented the false event as if it was based on parent information. We asked the students to describe all events in two interviews separated by one day. When participants could not recall an event (whether true or false), we encouraged them to think about related self-knowledge and to try to imagine the event. In an unrelated experimental session, the students were administered four cognitive/personality scales: the Creative Imagination Scale (CIS), the Tellegen Absorption Scale (TAS), the Dissociative Experiences Scale (DES), and the Marlowe-Crowne Social Desirability Scale (SDS). We found that approximately 25% of the students created false childhood memories. Participants who made connections to related self-knowledge in the first interview were more likely to create false memories. We also found that the CIS and the DES were positively related to memory creation. Factors that decrease one's ability to engage in reality monitoring are related to the acceptance of false events and the creation of false memories.
我们研究了大学生是否会创造虚假的童年记忆、自我认知在记忆创造中的作用，以及是否存在与记忆创造相关的可靠个体差异。根据从父母那里获得的信息，我们询问大学生一些真实的童年经历。我们还询问了每个学生一件虚假事件，并将该虚假事件呈现为好像是基于父母提供的信息。我们要求学生在相隔一天的两次访谈中描述所有事件。当参与者无法回忆起某个事件（无论真假）时，我们鼓励他们思考相关的自我认知并尝试想象该事件。在一个不相关的实验环节中，给学生们进行了四项认知/人格量表测试：创造性想象量表（CIS）、特根吸收量表（TAS）、解离体验量表（DES）和马洛-克劳恩社会赞许性量表（SDS）。我们发现约25%的学生创造了虚假的童年记忆。在第一次访谈中能将相关自我认知联系起来的参与者更有可能创造虚假记忆。我们还发现CIS和DES与记忆创造呈正相关。降低一个人进行现实监控能力的因素与接受虚假事件和创造虚假记忆有关。
