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From Eyewitness to Academic Contexts: Examining the Effect of Misinformation in First and Second Languages
Author(s) -
Smith Kendra C.,
Multhaup Kristi S.,
Ihejirika Rivka C.
Publication year - 2017
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3352
Subject(s) - misinformation , psychology , context (archaeology) , false memory , eyewitness memory , cognitive psychology , test (biology) , neuroscience of multilingualism , linguistics , computer science , recall , paleontology , philosophy , computer security , neuroscience , biology
Summary The present study adapts the typical eyewitness misinformation paradigm into an academic context. Unbalanced English–Spanish bilinguals ( N = 81) listened to a lecture in English (L1) or Spanish (L2), read notes in L1 or L2, and completed a forced‐choice recognition test in the lecture language. Unlike prior studies with proficient bilinguals, unbalanced English‐dominant participants showed greater recognition memory accuracy for material presented in English only than did material presented in Spanish only. English misinformation had a greater impact on memory for the Spanish lecture than vice versa. Most importantly, the modified misinformation paradigm is an effective tool to investigate academic misinformation effects and could be used in bilingual and monolingual research. Copyright © 2017 John Wiley & Sons, Ltd.