The Conceptual Metaphor False Memory Effect
Abstract
Conceptual Metaphor Theory posits that cross-domain mappings play a fundamental role in thought. However, to date there has been little research investigating the influence of conceptual metaphors in the subdomains of cognitive psychology, such as learning, concepts, and memory, leading critics to argue that conceptual metaphors are not psychologically real. The purpose of this dissertation was to explore whether conceptual metaphors influence episodic memory. In four experiments, a modified version of the Deese-Roediger-McDermott (DRM) paradigm was employed in which participants studied lists of expressions. Every expression within each list was based on a proposed conceptual metaphor. For example, the TIME IS MONEY list had expressions such as “how did you spend the summer break?”, “budget your hours,” and “is that worth your while?”. Following each list was a recognition test consisting of old (was on the list) and new (was not on the list) items. Critically, some of the new items were expressions that were based on the same conceptual metaphor as the study list (e.g., “that cost me a day”). Other new items were control expressions that talked about a similar topic but were not based on the same metaphor (e.g., “the weekend seems so far away”). In all four experiments, participants were more likely to falsely recognize new expressions that were metaphorically consistent with the study list than control expressions. These experiments demonstrate a clear influence of conceptual metaphors on memory, bolstering the claim that conceptual metaphors are psychologically real. Furthermore, it was found that participants showed the memory effect despite rarely reporting conscious awareness of the conceptual metaphors (Chapter 3). Participants also showed the effect when their attention was divided, which is known to diminish conscious and effortful processing (Chapters 4 and 5). Overall, these experiments provide converging evidence that conceptual metaphors are psychologically real and influence cognition automatically and unconsciously.