Imagination and Memory

By Maryanne Garry, Devon L. L. Polaschek. 2000

145 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/373f6c60db8d541b2a3b24b1774ff5f541f257db

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Test format and corrective feedback modify the effect of testing on long-term retention (2007, background): “…choose a response among four options, whereas in the SA format, they had to fill in the blank or generate a phrase or sentence to answer the question (questions taken from Anastasio, Rose, & Chapman, 1999; Eagly, Kulesa, Chen, & Chaiken, 2001; Garry & Polaschek, 2000; Treiman, 2000; see Appendix).”
Belief and recollection of autobiographical memories (2003, background): “…with real/imagine, false memories typically have less imagery than real ones (Loftus, Korf, & Schooler, 1989; Mather et al., 1997; Stern & Rotello, 2000), and imagining an event, which involves vividness and setting, increases belief in its memory (Garry & Polaschek, 2000; Mazzoni & Memon, 2003).”
Event detail and confidence in gambling: The role of counterfactual thought reactions (2010, background): “In examining reactions to bets on football games, Gilovich (1983) reported that far more counterfactuals were generated in response to losing as opposed to winning bets.”
Evoking the Imagination as a Strategy of Influence (2008, background): “It has been shown to enhance memory (Lord, 1980; Slee, 1978; Swann & Miller, 1982), even to create false memories (Garry & Polaschek, 2000; Gonzalves et al., 2004; Schlosser, 2006), and to increase the perceived likelihood of an event (Carroll, 1978; Cialdini, 2001; Gregory, Cialdini, & Carpenter,…”
Memories of Things Unseen (2004, background): “(See Garry & Polaschek, 2000, for an excellent review.)”
Virtually True: Children's Acquisition of False Memories in Virtual Reality (2009, background): “In a typical study participants are asked to imagine actions that they may or may not have performed (such as breaking a window; see Garry & Polaschek, 2000 , Hyman & Pentland, 1996 , or Mazzoni & Memon, 2003 , for examples and discussion).”