Objective: The aim of this research was to investigate the effects of mental imagery and repetition on False memory.Method: The research was experimental (i.e., pre and post tests). To investigate False memory, 45 third-grade students, selected by multistage cluster sampling, were tested through the protocol developed by Gonsalves and Paller (2000).Results: Analyses of variance and paired sample T-Test showed that imagery significantly increased the mean of False recognition (P<0.01). Moreover, the mean of False recognition of post test in control and repetition groups considerably decreased in comparison with that of pre test. Also, the mean of true recognition of control, imagery and repetition groups significantly decreased in post test than pre test (P<0.05).Conclusion: On the basis of source monitoring, the imagery creates a representation in mind that is very similar to the representation of the seen picture, and this rise in similarity of the representation is responsible for the increased False memory of the unseen pictures.

Objective: memory and reading are in close interaction with each other. The present study was conducted with the aim of comparing the relationship between working memory and False memory in students with learning disabilities and normal students in Isfahan. Method: The research method was descriptive and causal-comparative. The statistical population included second grade students with reading learning disabilities and normal students in the 4th district of education in Isfahan City in the academic year 2016-2017. Fifty second grade students with learning disabilities were selected by convenience sampling. Ordinary students were selected after matching based on the criteria of intelligence, age and gender and corresponding to the place of study with the group of dyslexic students. The research instruments were facade reading and dyslexia test (Korminoori and Moradi, 2008), Wechsler scale for children, fourth edition, Cornoldi's working memory test (1995) and Dermis paradigm test (Dis Rodriguer-McDermott, 1995). Data were analyzed by the SPSS20 software using descriptive statistics and multivariate analysis of variance, Pearson’, s correlation coefficient and Fisher's exact test. Results: Pearson’, s correlation coefficient showed that in both groups of students, there was an inverse relationship between working memory and False memory (p <0. 05). Using z test, the difference between the two correlation coefficients was significant. Conclusion: There was a significant difference between working memory and False memory in the two groups of students. It is suggested that in teaching reading to children with learning disabilities, the teachers should pay due attention to the learning prerequisites such as working memory. Given the inverse relationship between working memory and False memory, it is recommended that work memory training, including visual, auditory, and executive be given to the students using pictures, numbers, words, and letters to prevent error.

There are two approaches for simulating memory as well as learning in artificial intelligence; the functionalistic approach and the cognitive approach. The necessary condition to put the second approach into account is to provide a model of brain activity that contains a quite good congruence with observational facts such as mistakes and forgotten experiences. Given that human memory has a solid core that includes the components of our identity, our family and our hometown, the major and determinative events of our lives, and the countless repeated and accepted facts of our culture, the more we go to the peripheral spots the data becomes flimsier and more easily exposed to oblivion. It was essential to propose a model in which the topographical differences are quite distinguishable. In our proposed model, we have translated this topographical situation into quantities, which are attributed to the nodes. The result is an edge-weighted graph with mass-based values on the nodes which demonstrates the importance of each atomic proposition, as a truth, for an intelligent being. Furthermore, it dynamically develops and modifies, and in successive phases, it changes the mass of the nodes and weight of the edges depending on gathered inputs from the environment.

Introduction: Consumers’,prior experiences form an episodic memory that largely influences their decision-making process. This episodic memory is mainly linked to cognitive and emotional perception and we know that brand image influences our cognitive and emotional perception. Nevertheless, it has not been well described how autobiographical memories of brand images differ from other types of images. Methods: In this study, we hypothesized that brand pictures have a higher chance to create False memories as compared to neutral ones. Results: We investigated this hypothesis using the Deese–, Roediger–, McDermott paradigm with lists of brand pictures from the local market and associated neutral images from the international affective picture system. Thirty graduate students were exposed to image stimuli, followed by a distractor task and a recognition task. After the normality test, reaction times (RT), and False recognition rate of brands and neutral images were statistically compared using a pairwise t-test. Conclusion: The results showed a significant decrease in reaction time (RT) and an increase in the False recognition rate of brand pictures compared to neutral images. Interestingly, the effect of gender on the creation of False memory by autobiographical brand images was not significant. We hope these findings can pave the way for a better understanding of the False memory mechanism.