Using Implicit Instructional Cues to Influence Fal

Authors: Laura K Cirelli Joël Dickinson Marie Poirier

Publish Date: 2014/05/08

Volume: 44, Issue: 5, Pages: 485-494

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Abstract

Previous research has shown that explicit cues specific to the encoding process endogenous or characteristic of the stimuli themselves exogenous can be used to direct a reader’s attentional resources towards either relational or itemspecific information By directing attention to relational information and therefore away from itemspecific information the rate of false memory induction can be increased The purpose of the current study was to investigate if a similar effect would be found by manipulating implicitly endogenous cues An instructional manipulation was used to influence the perceptual action participants performed on word stimuli during the encoding of DRM list words Results demonstrated that the instructional conditions that encouraged faster processing also led to an increased rate of false memory induction for semantically related words supporting the hypothesis that attention was directed towards relational information This finding supports the impoverished relational processing account of false memory induction This supports the idea that implicitly endogenous cues exogenous cues like font or explicitly endogenous cues like training can direct attentional resources during encoding

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