The effect of memory instructions on within- and between-language false memory

  1. Beato, Maria Soledad 1
  2. Albuquerque, Pedro B.
  3. Cadavid, Sara
  4. Suarez, Mar 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Applied Psycholinguistics

ISSN: 0142-7164,  1469-1817

Año de publicación: 2023

Volumen: 44

Número: 2

Páginas: 179-203

Tipo: Artículo

DOI: 10.1017/S0142716423000140 WoS: WOS:000960337700001 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Applied Psycholinguistics

Objetivos de desarrollo sostenible

Resumen

We examined the effect of memory instructions on false memory using the Deese/ Roediger–McDermott paradigm in second-language learners. Participants studied lists of words in L1 andL2 (e.g., note, sound, piano:::) associatively related to a non-presented critical lure (e.g., MUSIC). In a later recognition test, critical lures appeared in the same or the other language of their lists (i.e., within- and between-language conditions). In Experiment 1, participants should only endorse an item when study and test languages matched (i.e., restrictive instructions); that is, they should retrieve language information. In Experiment 2, participants should endorse studied items regardless of the language (i.e., inclusive instructions). With restrictive instructions, false recognition was higher in within- than between-language conditions, whereas with inclusive instructions, this result was replicated only when words were studied in L1, but not L2. Results suggested that second-language learners show false memory in their L2 and that the effect of language shift on false recognition depended on the study language.

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