Effects of study-test modality on false recognition

Many recent investigations of false memories have generally followed Roedig er & McDermott (1995) in using auditory presentation at study and a visual recognition test; the results reveal high rates of false alarms to non-stud ied lure words that are associatively related to studied words. We presente d lists of words related to critical lure words either auditorially (A) or visually (V); recognition was tested either auditorially or visually, produ cing four study-test conditions (AA, AV, VA, and VV). The false recognition rate for critical lures was higher following visual presentation (.76) tha n following auditory presentation (.35). Moreover, false recognition rates were higher when study and test modalities differed than when they matched (AV higher than AA; VA higher than W). Correct recognition rate was actuall y exceeded by false recognition rate following visual presentation, whereas the reverse was the case following auditory presentation. For each word re cognized as old (whether correctly or falsely), a remember/know/guess judgm ent was required. The proportion of words that were consciously recollected (i.e. remembered) was not significantly lower for false recognitions than for correct recognitions in any of the four conditions. It is concluded tha t false recognition can be reduced by factors that enhance correct recognit ion (auditory rather than visual presentation at study; same rather than di fferent modality at study and at test), but when false recognition occurs, the subjective experience of remembering may be indistinguishable from corr ect recognition, regardless of study-test modality.