There is a distinct line between what is real and what is stored in our memory. False memories are memories for events which never actually occurred. These false memories can come from different sources and take on different forms. “Often times false memories come from our natural impulse to integrate several pieces of information into a single, coherent memory, and we misremember what individual pieces were learned apart from the whole” (Radvansky, 2011, p. 254). In the articles, Correcting false memories: Errors must be noticed and replaced, The relationship between DRM and misinformation false memories, Confusing what you heard with what you did: False action-memories from auditory cues, and Working memory predicts the rejection of false
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They argue that “errors first must be detected to be corrected; consistent with this argument, two experiments showed that false memories were nearly eliminated when conditions facilitated comparisons between participants’ errors and corrective feedback (e.g., immediate trial-by-trial feedback that allowed direct comparisons between their responses and the correct information)” (Mullet & Marsh, 2015, p. 403). “People frequently make errors during learning or when they attempt to retrieve information from memory. Upon receiving feedback, however, they are often quite good at correcting those mistakes” (Mullet & Marsh, 2015, p. 403). “As compared to other memory errors, false memories are often associated with vivid (but inaccurate) experiences of remembering, or the feeling that one recollects specific detail of the event” (Mullet & Marsh, 2015, p.403). Mullet and Marsh (2015) believe that there are two factors that contribute to why it is so difficult to correct false memories. One is that the learner needs to realize that a mistake has been made, and two, it is not enough to know that one was actually wrong. Learners also need to know what the correct information is (p.404). In conclusion, “false memories are notoriously difficult to prevent and correct, persisting despite warnings and multiple opportunities to study the correct information” (Mullet & Marsh, 2015, p.
They argue that “errors first must be detected to be corrected; consistent with this argument, two experiments showed that false memories were nearly eliminated when conditions facilitated comparisons between participants’ errors and corrective feedback (e.g., immediate trial-by-trial feedback that allowed direct comparisons between their responses and the correct information)” (Mullet & Marsh, 2015, p. 403). “People frequently make errors during learning or when they attempt to retrieve information from memory. Upon receiving feedback, however, they are often quite good at correcting those mistakes” (Mullet & Marsh, 2015, p. 403). “As compared to other memory errors, false memories are often associated with vivid (but inaccurate) experiences of remembering, or the feeling that one recollects specific detail of the event” (Mullet & Marsh, 2015, p.403). Mullet and Marsh (2015) believe that there are two factors that contribute to why it is so difficult to correct false memories. One is that the learner needs to realize that a mistake has been made, and two, it is not enough to know that one was actually wrong. Learners also need to know what the correct information is (p.404). In conclusion, “false memories are notoriously difficult to prevent and correct, persisting despite warnings and multiple opportunities to study the correct information” (Mullet & Marsh, 2015, p.