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B2 reading · Non-fiction

B2 Reading Comprehension: False Memories

One verb in a question can change what people remember seeing.

Age
Ages 12+
Level
B2
Skill
Reading · Speaking · Writing
Time
4 min
Format
On screen
  • Reading
  • 388 words
  • a 60-minute lesson

Before you read

Have you ever been sure about a memory and then found out it was wrong?

The text

Why We Remember Things Wrong

Most of us think of memory as a kind of video recording: something happens, the brain stores it, and later we press play. It is a comforting idea, but psychologists have shown that it is largely wrong. Memory is less like a recording and more like a story we rebuild each time we tell it, and every time we rebuild it, details can change.

One of the best-known demonstrations comes from the psychologist Elizabeth Loftus. In a study published in 1974, she and her colleague John Palmer showed people films of car accidents and then asked them how fast the cars had been going. The only difference between the groups was a single verb in the question. People who were asked how fast the cars were going when they “smashed into” each other gave higher estimates than those who heard “hit”. A week later, the “smashed” group were also more likely to say they had seen broken glass, even though there was none in the film.

Later research went further. In some studies, people were told about childhood events that had never happened, such as getting lost in a shopping centre, alongside real events described by their families. After being asked to think about them several times, some participants began to “remember” the invented event, sometimes adding details of their own.

Why would the brain work like this? One explanation is that memory did not develop to be a perfect archive. Its job is to help us make sense of the world and predict what might happen next, and for that, the general meaning of an experience is often more useful than every detail. The cost is that gaps get filled in with what seems likely, and we usually can't tell the difference.

This has serious consequences. Eyewitness evidence has traditionally been very persuasive in court, yet mistaken identifications have played a part in a number of wrongful convictions. Research on memory has therefore influenced how some police forces interview witnesses, for example by avoiding leading questions.

None of this means our memories are useless. Most of the time they are accurate enough for everyday life. But it might be worth being a little less certain the next time you argue with a friend about what really happened. You might both be remembering a story, not a recording.

Check your understanding

Answer all six, then check. Questions 4–6: True, False or Not given?

  1. 1. According to the text, memory is more like…
  2. 2. In the 1974 study, what was different between the groups?
  3. 3. According to one explanation, why does memory work this way?
  4. 4. There was broken glass in the film of the accident.
  5. 5. Some participants “remembered” events that had never happened.
  6. 6. Elizabeth Loftus began her research because of a court case.

Talk about it

  1. Have you ever disagreed with someone about a shared memory? What happened?
  2. Should eyewitness evidence alone be enough to convict someone? Why or why not?
  3. How might photos and videos on our phones change the way we remember our lives?

Writing task

Summarise the text for someone who hasn't read it (100–120 words). Then add one sentence giving your own opinion.