1. Planting False Memories: Are Transgressions As Believable As Victimizations? Presented at the annual UCI Undergraduate Research Symposium By Sara Holderfield May 13, 2006

2. Have You Ever… Forgotten something and then remembered it? This is normal forgetting and remembering. Usually, there are no dire consequences for mixing up the facts of a memory. Believed an event happened one way only to find out you were wrong?

3. Why Research False Memories? In the Early ’80’s, serious and bizarre sex abuse allegations started coming out due to “recovered memories”, and innocent people were being slandered at best, convicted at worst.

4. Recanters "...I was able to figure out the so called 'recovered memories' were nothing more than visualizations from suggestions, guided imagery, therapist interpreted dreams, and hypnosis. You had nothing to do with my figuring out what was happening to me." From a letter by Deborah David to Dr. Colin Ross, a RMT and Multiple Personality Disorder therapist. www.religioustolerance.org

5. Is it possible to plant false memories in a lab setting? 50% false memory using false photograph Wade, Garry, Read, Lindsay (2002) 25% and 31% false memories using false profile Bernstein, Laney, Morris, Loftus (2005)

6. Is it possible to plant false memories in a lab setting? 25% false memory using family involvement Loftus and Pickrell (1995) 26% complete memory for false item Porter, Yuille, Lehman (1999)

7. What about transgressions? We know we can plant false benign and false traumatic memories, but can we plant false memories for a transgression, like cheating?

8. Why study transgressions? 175 wrongful convictions overturned as of May 4, 2006. Of the first 130 exonerations, 35 were false confessions. (www.innocenceproject.com)www.innocenceproject.com Studying false memories for a transgression is a move in the right direction for studying false internalized-confessions. (Kassin, 1997)

9. Subjects N=170 UCI students=157, IVC=13 Male=51, Female=119 Range in age from 18-43

10. “Social Perceptions” Study Additional surveys 1 week Personalized profile Confidence (SEI-1) And Personality survey

11. Self-Esteem Scale I feel I do not have much to be proud of. 1234 I am able to do things as well as most other people. 1234 I take a positive attitude toward myself. 1234 On the whole I am satisfied with myself. 1234 Strongly DisagreeStrongly Agree

12. School Experiences Events Inventory Below is a list of events that may or may not have happened to you. Please read each event and rate how certain you are that the event (or a very similar event) did or did not happen to you. DefinitelyDefinitely did not happendid happen 6. I won a spelling bee in elementary school 1234567 7. I went to the school nurse and had my temperature checked 1234567 8. I got an ‘A’ in math class in 9th grade 1234567 9. I was forced to repeat a grade 1234567 10. I cheated on a test in 7th and/or 8th grade 1234567 11. I took drivers’ education during high school 1234567

13. “Social Perceptions” Study Additional Surveys (SEI 2) 1 week Personalized profile Confidence (LEI 1) and personality surveys

14. Subject Name: Molly Memory Your self-esteem is high compared to others in your peer group. This disposition has led you to have a healthy respect for your own abilities. You have had some successes and some failures so far, but your confidence in your own abilities to perform well is increasing over time. Studies suggest that increasing confidence levels lead to increasing success rates.

15. Subject Name: Frank Fallible Your self-esteem is low compared to your peer group. This disposition has led you to doubt your abilities even in the face of success. Your relative lack of confidence contributed to your decision to cheat on a test during adolescence. According to a recent study, individuals who cheat during this critical time period tend to develop higher levels of test anxiety than those who refrain from cheating. Additional research suggests that those who admit to having cheated, even years after the fact, can reduce their test anxiety dramatically.

16. Memory or Belief? 1. I made a goal during a soccer game in a PE class 2. I cheated on a test in 7th and/or 8th grade 3. I felt an earthquake during high school P B M

17. Defining False Memories We need to distinguish true memories from false in some way. The criteria are: Low confidence Day 1, Higher confidence Day 2 “Memory” or “Belief”

18. Confidence –subjects starting below 5 (on 7-pt scale) Experimental: t(43) = 5.86, p <.001 CONFIDENCECONFIDENCE

19. Confidence –subjects starting below 5 (on 7-pt scale) Experimental: t(43) = 5.86, p <.001 Control: t(44) = 5.18, p <.001 CONFIDENCECONFIDENCE

20. So what now? Did we enter data wrongly? Were subjects given the wrong profiles? Are UCI students on to us and we have used the same profile too long?

21. Future Directions Compare UCI and IVC students. Analyze differences between true and false memories. Look at consequences for false beliefs. Use a new method of manipulation and a less common false memory target.

22. Thank you! Elizabeth Loftus, Ph.D. Cara Laney, Ph.D. Candidate Valerie Jenness, Ph.D. Erin Morris, Ph.D. Candidate S.U.R.P. U.R.O.P.

23. Contact Information: Sara Holderfield sara.holderfield@gmail.com 949.701.8609 Thank you!