When knowing becomes remembering: Individual differences in susceptibilityto suggestion

In two experiments, the authors explored factors that might influence a per son's tendency to make source-monitoring errors about autobiographical memo ries. In the first experiment, undergraduates retrieved a memory from child hood (a) that was known about but not remembered, (b) that was remembered, or (c) for which they were unsure of their memory's source. After writing d own the memory, experimental groups listened to a guided visualization tape and answered questions about the event-interventions designed to help them focus on details of their memory. Controls also retrieved and wrote down a memory; however, instead of visualizing the memory, they were instructed t o conduct a visual search task. Results indicated that guided visualization led participants to rate known memories closer to remembered events. A sec ond experiment examined individual difference variables that might be relat ed to this know-to-remember shift. Results indicated that extraversion, ext ernal locus of control, a memory that conveyed fear, and overall affective content predicted this rating. The applicability of these findings to the p sychotherapy process is discussed.