Effects Of Presentation Time And Early Warning On False Memory Of Senior High School Students Under Item Method

False memory refers to the fact that people recall things that never happened or that they do not conform to reality(Roediger & McDermott,1995).One of them is triggered by words with semantic relevance,represented by DRM paradigm.Directed forgetting refers to the phenomenon that the subjects' memory content is impaired by their "forgetting" instructions(Anderson,2001).Item method and list method are the main experimental paradigms.This study combines the DRM paradigm of false memory and the item paradigm of directed forgetting to explore the effects of presentation time of learning items and early warning instructions on false memory through two experiments.In Experiment 1,high school students were used as subjects to explore the effects of different presentation times of learning items on correct and false recognition when the whole vocabulary items were required to forget(TBF)or to remember(TBR).A two-factor mixed experiment design was adopted,which included 2(presentation time: 1000 ms,2000ms)*2(type of list: TBF,TBR).Presentation times were Inter-variable and list type were internal factors.The dependent variable is the correct recognition rate of learning items and the false recognition rate of non-learning items(including key lure and unrelated items).The subjects were 58 high school students aged 16-18.The results show that under item method,when the whole vocabulary is used as TBF or TBR items,there is directed forgetting effect in correct recognition and wrong recognition of key lure.When the presentation time was extended from 1000 ms to 2000 ms,there was no significant difference in the correct recognition rate,but the false recognition rate of the key lure was reduced.On the basis of Experiment 1,Experiment 2 examined the effect of pre-learning early warning instructions on the correct and false memory of senior high school students through the directed forgetting item paradigm.A two-factor mixed experimental design was adopted,which included 2(warning instructions: yes,no)*2(type of list: TBF,TBR),the early warning instructions were inter-subject variables and the word list types were internal variables.The dependent variable is the correct recognition rate of learning items and the false recognition rate of non-learning items(including key lure and unrelated items).The subjects were 52 high school students aged 16-18.The results showed that adding early warning instructions before learning had no significant effect on the correct recognition of the subjects,but the false recognition rate of the key lure was significantly reduced.The results could be explained by activation-monitoring dual-processing theory.Through the above two experiments,the following conclusions are drawn:(1)Under the item approach paradigm,when the whole vocabulary is regarded as TBF or TBR items,both correct and false memory have directional forgetting effects,which can be explained by selective retelling theory.(2)When the presentation time was extended from 1000 ms to 2000 ms,the difference of correct memory was not significant,but the false recognition of key lure was significantly reduced.(3)Increasing early warning instructions before learning does not affect the correct recognition rate of learning items,but significantly reduces the false recognition rate of key baits.The results support the activation-monitoring dual-processing theory.