One hundred undergraduates heard 6 lists of 14 words that were each associa
ted with 1 of 6 central concepts not on the lists (the DRMRS procedure). Th
e participants were instructed to recall as many words as possible (free re
trieval) or to fill all 14 spaces (forced retrieval) and were subsequently
given a recognition test. False recall and recognition of the critical cent
ral concepts were higher with forced than with free retrieval instructions,
but correct recall and recognition were not affected. Confidence was lower
for false than for correct recall and recognition. Confidence was also low
er with forced than with free retrieval instructions for false recall but n
ot for false recognition. The DRMRS procedure easily elicited false memorie
s, but confidence judgments helped more in detecting them in recall than in
recognition. Theoretical and applied implications are discussed.