Does Test Type Influence False Recognition in the DRM Paradigm? Comparison of the Yes/No Recognition Test and Two-Alternative Forced-Choice Test
Author:
Ulatowska Joanna1,
Olszewska Justyna2,
Hanson Matthew D.3
Affiliation:
1. Nicolaus Copernicus University
2. University of Wisconsin-Oshkosh, SWPS University of Social Sciences and Humanities
3. University at Albany
Abstract
Abstract
Studies attempting to identify the mechanisms that are responsible for the level of false recognition in the DRM paradigm usually apply a manipulation during encoding. The main aim of the studies reported here was to investigate the within- and between-participant effects of a testing method on memory performance using a standard yes/no recognition test and a 2-alternative forced-choice recognition test (2FC). To allow a direct comparison of the 2 testing methods, a 2FC test containing similar items as a typical yes/no test in the DRM paradigm was elaborated on in the pilot study. Moreover, 2 methods of data calculation were used: comparing rates of hit and false alarms with critical lures and with unstudied and unrelated items between the 2 tests and comparing measures of sensitivity (d’) derived from signal detection theory. Both experiments showed a lower false alarm rate to critical lures and higher hit rate in a 2FC test as compared with a yes/no test, depicting a typical mirror effect. A within-participant design (Experiment 1) also showed that this increased accuracy of a 2FC test diminished when memory performance was expressed in terms of a sensitivity measure, which may suggest that similar processes are used during these 2 retrieval methods. A similar analysis performed for a between-participants design (Experiment 2) revealed that a 2FC test was less susceptible to associative memory distortions, but the quality of memory (“remember/know” judgments) remained similar for both tests.
Publisher
University of Illinois Press
Subject
Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology