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Journal Article 7.1: Butler, A. C., Zaromb, F. M., Lyle, K. B., & Roediger, H. L., III. (2009). Using popular films to enhance classroom learning: The good, the bad, and the interesting. Psychological Science, 20(9), 1161-1168.

Abstract: Popular history films sometimes contain major historical inaccuracies. Two experiments investigated how watching such films influences people’s ability to remember associated texts. Subjects watched film clips and studied texts about various historical topics. Whereas the texts contained only correct information, the film clips contained both correct information (consistent with the text) and misinformation (contradicted by the text). Before watching each clip, subjects received a specific warning, a general warning, or no warning about the misinformation. One week later, they returned for a cued-recall test about the texts. Watching a film clip increased correct recall of consistent information relative to recall of the same information when subjects did not see the clip. However, when the information in the film contradicted the text, subjects often (falsely) recalled misinformation from the film. The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films.

Journal Article 7.2: Howe, M. L. (2011). The adaptive nature of memory and its illusions. Current Directions in Psychological Science, 20(5), 312-315.

Abstract: In this article I discuss how false memories do not always have to be associated with negative outcomes. Indeed, under some circumstances, memory illusions, like other illusions more generally, can have positive consequences. I discuss these consequences in the context of the adaptive function of memory, including how false memories can have fitness-relevant benefits for subsequent behavior and problem solving. My hope is that this article changes how illusions are conceptualized, especially those arising from memory. Rather than being a “demon” that vexes our theories of memory, illusions can be thought of as sometimes having positive consequences much in the same way as many of the other outputs of a very powerful, adaptive memory system.

Journal Article 7.3: Roediger, H. L., III, & McDermott, K. B. (2000). Tricks of Memory. Current Directions in Psychological Science, 9(4), 123-127.

Abstract: Remembering an episode from even the recent past may involve a blend of fiction and fact. We discuss a straightforward laboratory paradigm that is proving useful in the study of false memories of simple episodes. In this paradigm, subjects study lists of 15 related words (bed, rest, awake …) that are all related to a critical word that is not presented (sleep). Later, subjects recall and recognize the critical missing word with about the same probability that they remember words from the list. This memory illusion is resistant to people’s attempts to avoid it. We argue that similar memory errors are commonplace and are a natural outcome of an intelligent cognitive system, which makes inferences about incoming information. Therefore, memory illusions, like perceptual illusions, are a consequence of normal human information processing and offer a window for examining basic cognitive processes.

Journal Article 7.4: Lazarou, I., Parastatidis, T., Tsolaki, A., Gkioka, M., Karakostas, A., Douka, S., & Tsolaki, M. (2017). International ballroom dancing against neurodegeneration: A randomized controlled trial in Greek community-dwelling elders with mild cognitive impairment. American Journal of Alzheimer’s Disease & Other Dementias, 32(8), 489-499.

Abstract: Many studies have highlighted the positive effects of dance in people with neurodegenerative diseases. We explore the effects of International Ballroom Dancing on cognitive function in elders with amnestic mild cognitive impairment (aMCI). One-hundred twenty-nine elderly patients with aMCI diagnosis (mean age 66.8 ± 10.1 years) were randomly assigned into 2 groups: intervention group (IG, n = 66) and control group (CG, n = 63). The IG exercised systematically for 10 months, and both groups were submitted to extensive neuropsychological assessment prior and after the 10-month period. According to the independent sample t test at the follow-up, significant differences between groups were found in benefit of the IG while the CG showed worse performance in the majority of neuropsychological tests. According to the Student t test, better performance is detected in IG in contrast with CG, which had worse performance almost in all scales. Dance may be an important nonpharmacological approach that can benefit cognitive functions.