Next, participants belonging to the simulator and confessor groups received the following instruction: “Imagine being the offender. Imagine that you have been arrested because you are the prime suspect of the murder. That day, a witness saw you there and all the evidence points to you. Right now, a policeman is asking you to tell what happened.” Following previous studies (e.g., Bylin and Christianson, 2002; van Oorsouw and Merckelbach, 2004; Sun et al., 2009; Mangiulli et al., unpublished) free and cued recall tests were employed as memory measures. Through a free recall, participants were invited to report their statements in accordance with the condition to which they were assigned. That is, simulators were instructed to report the crime as if they could not properly remember what happened. To evade punishment, simulating participants were free to omit, distort or report other information. Confessors, on the other hand, were asked to honestly report details about the crime in order to collaborate with the police. After this free recall, participants in both groups were given 14 cued recall questions concerning the mock crime video and were instructed to answer them by adhering to the instruction previously given (i.e., simulating or confessing). In line with previous research (e.g., Bylin and Christianson, 2002; van Oorsouw and Merckelbach, 2004; Sun et al., 2009), and in contrast to simulators and confessors, controls were not given a memory test. Although they were asked to identify themselves with the offender, participants in the control condition did not receive any instruction after the mock crime viewing and they were directly scheduled for the second session.