When things that were never experienced are easier to "remember" than things that were

Article Abstract:

Empirical evidence indicates that things that were not experienced will be more readily accepted on recognition tests than things that were experienced. Results from meaning-recognition experiments showed that category-name distractors and the critical distractors for the Roediger and McDermott (1995) lists had higher acceptance rates than targets. This tendency of distractors to be accepted at higher rates than targets varied as a function of their ability to accept gist memories as well as the strengths of the relevant gist memories.

Recognition (Psychology), Experience, Recognition (Memory)

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Are children's false memories more persistent than their true memories?

Article Abstract:

Three experiments with three- and five-year-old children affirmed the notion that children's false memory responses are less likely to be forgotten than true-memory responses. This is according to the fuzzy-trace theory, which states that false memories persist across intervals compared with true memories. This is attributed to the unstable verbatim traces which support initial true-memory responses and the stable gist of events which support false-memory responses.

Memory in children, Children's memory, Recovered memory (Psychology), Recovered memory

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Explaining "memory free" reasoning

Article Abstract:

Recent studies of children's logical, mathematical, andpragmatic inferences have led to doubts on the memory-failure hypothesis. The fuzzy-trace theory, a new account of cognitive development, emphasizes the opening of gist-driven intuitive reasoning processes which changes the traditional conceptions of the relationship between verbatim and gist memories.This theory also recognizes events in which the accuracy of reasoning depends on the accuracy of memory.

Reasoning

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