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JOURNAL ARTICLE SUMMARY TEMPLATE
Answer the following 8 questions and submit the completed Journal Article Summary
Template as well as a PDF of the article being reviewed to Canvas.
1. Current APA reference of article being reviewed:
Sajjadi, S. F., Sellbom, M., Gross, J., & Hayne, H. (2021). Dissociation and false memory: The
moderating role of trauma and cognitive ability. Memory, 29(9), 1111–1125.
https://doi.org/10.1080/09658211.2021.1963778
2. What is the research problem that is being investigated? What is the purpose of the
research being conducted?
The research problem under investigation concerns the relationship between dissociative
experiences and false memory formation. The study seeks to explore whether variables
such as trauma history and cognitive ability influence this association. Specifically, the
researchers are interested in understanding how individuals who report dissociative
experiences may exhibit increased susceptibility to false memories, particularly in light of
traumatic events and cognitive functioning.
The purpose of this research is to contribute to the broader field of psychology by
examining the interplay between dissociation and memory processes. Through the
utilization of the DRM paradigm, the study aims to elucidate the mechanisms underlying
false memory formation in individuals with dissociative tendencies. Ultimately, the
research seeks to provide insights into the factors influencing false memory susceptibility
and their implications for understanding psychological phenomena related to dissociation.
3. What is the research question?
The research question addressed in this study is: How do dissociative experiences, trauma
history, and cognitive ability interact to influence false memory formation? Specifically,
the researchers aim to investigate whether individuals reporting dissociative experiences
exhibit greater susceptibility to false memories, particularly in the context of traumatic
events, and how cognitive ability may moderate this relationship.
4. What are 2 or more theories that are discussed in the Introduction? How are they used to
motivate (or set up) the research question? Do the authors agree or disagree with these
theories?
Two theories discussed in the introduction are the activation monitoring theory and the
cognitive model of dissociation.
1. Activation Monitoring Theory: This theory posits that false memories, particularly
those observed in tasks like the DRM paradigm, arise from two primary processes:
activation and source monitoring. Activation involves mentally activating critical lure
words, leading to the creation of false memories, while source monitoring entails
identifying the source of activated information. These concepts are utilized in setting up
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the research question, suggesting that individuals experiencing dissociation may exhibit
impaired source monitoring, thereby affecting their susceptibility to false memories in
tasks such as the DRM paradigm.
2. Cognitive Model of Dissociation: In contrast to the traditional view linking
dissociation primarily to trauma, this model proposes that cognitive distortions, such as
fantasy proneness and suggestibility, play a significant role in dissociation. The authors
introduce this model to highlight that individuals prone to dissociation might also be
more susceptible to cognitive distortions, potentially influencing memory processes. By
incorporating these theories into the introduction, the authors frame their research
question within a theoretical context that integrates memory processes and individual
differences in cognitive functioning and trauma exposure.
The authors appear to align with aspects of both theories. They acknowledge the
activation monitoring theory's explanation for the genesis of false memories, particularly
in tasks like the DRM paradigm. Additionally, they recognize the cognitive model of
dissociation's emphasis on cognitive distortions as contributors to dissociative
experiences. Thus, these theoretical frameworks provide a foundation for understanding
the complexities of memory processes and individual differences in dissociation,
informing the research question and study objectives.
5. How is the research question operationalized? First, identify the abstract constructs being
studied. Next, identify the concrete way these are being observed or measured. This
should include your IV and DV.
In this research, the abstract constructs under investigation are dissociative experiences
and false memory susceptibility. Dissociative experiences refer to a psychological
phenomenon where individuals feel disconnected from their thoughts, feelings,
memories, or sense of identity. To measure dissociative experiences, participants
complete the Dissociative Experiences Scale (DES-II), a self-report questionnaire that
assesses the frequency of dissociative experiences. False memory susceptibility, on the
other hand, pertains to the tendency of individuals to inaccurately recall or recognize
events that did not occur. This construct is assessed through a false memory task based on
the Deese/Roediger–McDermott (DRM) paradigm. During this task, participants are
presented with lists of words semantically related to a non-presented critical lure word,
and their ability to falsely recall or recognize the critical lure word during a subsequent
memory test is evaluated. Thus, the research question is operationalized by measuring
participants' dissociative experiences using the DES-II questionnaire and their
susceptibility to false memories using a false memory task based on the DRM paradigm.
6. What is the research design (i.e. between or within subjects, what type of statistical tests
were used, what were the levels of each variable)?
The research design employed in this study appears to be a mixed design, incorporating
both within-subjects and between-subjects factors. Participants were tested individually
over two sessions, 24 hours apart, with each session containing different batteries of tests.
Battery A included the Shipley-2 cognitive ability test and the false memory (DRM) task,
while Battery B included the Dissociative Experiences Scale (DES-II) and the Traumatic
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Life Events Questionnaire (TLEQ). The order in which participants completed these
batteries was randomized.
For the false memory task, a within-subjects design was used, as participants were
exposed to multiple word lists, including trauma-related, negative, and positive lists, with
their false recognition of critical lure words measured across these different list types.
The false memory task also utilized a recognition test where studied words, critical lure
words, and unrelated words were presented, allowing for within-subjects comparisons of
recognition rates.
Statistical analyses included one-way repeated measures ANOVAs to compare
recognition rates for different types of words in the false memory task, as well as
correlations (specifically Pearson’s product-moment correlations) to examine the
relationship between false memory susceptibility and dissociation, cognitive ability, and
traumatic life events. The levels of each variable included different conditions in the false
memory task (e.g., negative, positive, trauma-related word lists), scores on the DES-II
and TLEQ scales, and scores on the Shipley-2 cognitive ability test.
7. Describe the results (but not their broader implications). Were the results significant?
Which ones? Do these support or not support the hypothesis?
The results of the study indicated several significant findings. Firstly, in the false memory
task, participants exhibited a higher false recognition rate for critical lure words
compared to unrelated words, confirming the presence of a false memory effect.
Additionally, participants showed a significantly higher false recognition rate for
negative critical lure words compared to positive and trauma-related critical lure words,
suggesting a potential impact of word list type on false memory susceptibility.
Regarding dissociative experiences, participants had a mean Dissociative Experiences
Scale (DES) score of 17.45, with scores indicating moderate levels of dissociation.
Traumatic life events were prevalent among participants, with 88.6% reporting some
form of trauma over their lifetime. The mean age at the first occurrence of a traumatic
experience was reported to be 14.85 years.
Cognitive ability scores, as measured by the Shipley-2, demonstrated a relatively
symmetric distribution across the sample, with the majority scoring above average.
In terms of the relationship between false memory susceptibility and individual
differences, correlations were examined. However, the results of these correlations were
not explicitly mentioned in the provided text.
Overall, the results support the presence of false memory susceptibility, with participants
demonstrating higher false recognition rates for critical lure words compared to unrelated
words. The findings also suggest a potential influence of word list type on false memory
susceptibility. However, without specific information on the correlations between false
memory susceptibility and individual differences (such as dissociation, cognitive ability,
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and traumatic life events), it is difficult to determine whether the results fully support the
hypothesis regarding the influence of these factors on false memory susceptibility.
8. What limitations are mentioned? Why are these limitations theoretically interesting?
The study acknowledges several limitations worth considering. Firstly, some significant
effects observed were small, possibly influenced by the mixed-method design employed.
Moreover, the lack of correction for multiple tests raises the possibility of Type I errors,
highlighting the need for further replication. Secondly, the reliance on a non-clinical
sample comprising university students may limit the generalizability of the results to
other populations. Additionally, concerns arise regarding potential outliers, particularly in
participants' endorsement of traumatic and dissociative experiences, which could
artificially inflate correlations. Lastly, the subjective self-report nature of trauma
measurement via the Traumatic Life Events Questionnaire (TLEQ) poses a limitation, as
it may capture transient responses to trauma rather than enduring effects. Future studies
could mitigate these limitations by replicating the study in clinical samples and
employing interviews for more accurate trauma assessment. This would help discern
whether traumatic experiences themselves or post-traumatic symptomology contribute to
susceptibility to false memory. Furthermore, investigating the role of cognitive ability as
a protective factor against false memory creation warrants attention. Practically, these
findings suggest caution in clinical and treatment settings, particularly when dealing with
patients exhibiting high dissociative tendencies. Clinicians should approach memories
reported by traumatized clients with skepticism, considering the potential for false
memories. Similarly, caution is advised in interviews, particularly with individuals
displaying high dissociative symptoms, to avoid the use of misleading or biasing
questions. Overall, while the study raises the possibility of associations between trauma,
intelligence, dissociative experiences, and false memory, further research is warranted to
confirm and extend these findings.
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