Accuracy and Distortion in Memory for High School Grades

Abstract

The relation between accuracy and distortion of autobiographical memory content was examined by verifying 3,220 high school grades recalled by 99 college students Accuracy of recall declined monotonically with letter grade, from 89% for grades of A to 29% for grades of D The positive correlation between achievement and accuracy of recall is attributed to more frequent rehearsals of affectively positive content and to greater accuracy of reconstructive inferences based on homogeneous, generic memories Most errors inflated the verified grade, and the degree of asymmetry of the error distribution is used as an index of the degree of distortion Distortions are attributed to reconstructions in a positive, emotionally gratifying direction Contrary to expectation, the percentage of accurate recall and the degree of asymmetry of the error distribution were uncorrelated This finding indicates that the process of distortion does not cause forgetting of the veridical content Rather, distortion reflects bias in reconstructive inferences that occur after the veridical content has been forgotten for other reasons