Introduction False memory is usually defined as the act of recollecting an incident that never took place or recollecting the incident in a different version other than it originally happened (Ferraro, 2004). The past five years have witnessed an increase in research using what was termed as DRM (Deese-Roediger-McDermott) procedure by Bruce and Winograd (Wade et al., 2006). The Deese Roediger and McDermott (DRM) paradigm is widely used in studying the errors made by individuals while trying to recollect items and ideas. The emotional valence of the material of interest is a factor that influences the rate at which memory mistakes are made during the process of remembering. The experimental evidence of this is, however, fragmented and sometimes contradictory and has been criticized by some researchers. This experiment re-evaluates the emotional effect of listed words on the rate at which a person falsely remembers a word that is semantically related to the listed words. The results of this experiment are significant as they will be used in developing student’s skills in running, analyzing and writing up research. Research in false memory was initiated by James Deese in 1959 and was not widely applied until the ’90s following the works of Henry L. Roediger III and Kathleen McDermott. Roediger and McDermott (1995) established that some lists elicit high degrees of false memory with high confidence and declarations of remembering as compared to familiarity. Deese developed 36 lists each with 12 primary connections for critical and non-presented word. He observed that the lists prompted the subjects to produce the critical word on a free recall test shortly after that. Deese observed that some lists simulated smaller critical lures while others had higher rates. Roediger and McDermott (1995) explained their results via the semantic activation theory. Other theories put in place to explain false memories are the implicit activation hypothesis (Underwood, 1965), source monitoring theory, the fuzzy-trace theory (Brainerd & Reyna, 1990), and the criterion-shift theory (Schneider, 2004). The hypothesis was as follows: a list of associate words creates a false memory by remembering a critical lure when the list is presented to a subject and a recall test done shortly after that. Method Participants: The participants were 117 university master’s students that voluntarily participated as part of a course project in the unit Cognitive Psychology and Cognition. Materials: twelve lists were developed from resources scheduled in Deese’s (1959) expose. The twelve lists were categorized by three distinct areas: a negative list consisting of 4 lists with words that create a negative impression to the subject (e.g. war); a positive list with four sub-lists consisting of words that impact positively to the subject (e.g. strength); and a third neutral list of four sub-lists of words that create a neutral impression for the subject (e.g. time). For each list of twelve connected words, a critical lure was created in harmony with Russell and Jenkins’s word relationship rules (1954). Procedure: each master’s student taking the units Cognitive Psychology and Cognition was required to approach two closely related students who would volunteer to be tested. The subjects were tested in serene environments without distractions. A list of twelve word