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

IF 2.4 2区文学 Q1 LINGUISTICS

Applied Psycholinguistics Pub Date : 2023-03-29 DOI:10.1017/s0142716423000140

M. S. Beato, Pedro B. Albuquerque, Sara Cadavid, M. Suárez

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引用次数: 3

Abstract

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 and L2 (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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记忆指令对语言内和语言间错误记忆的影响

本研究采用Deese/ Roediger-McDermott范式研究了第二语言学习者的记忆指令对错误记忆的影响。参与者研究了L1和L2中的单词列表(例如，音符、声音、钢琴……)，这些单词与非呈现的关键诱惑(例如，音乐)有关联。在后来的识别测试中，关键诱饵出现在他们列表中的相同或其他语言中(即语言内和语言间条件)。在实验1中，被试只在学习语言和测试语言相匹配的情况下(即限制性说明)才为一个项目背书;也就是说，它们应该检索语言信息。在实验2中，无论使用何种语言，被试都要对所研究的项目进行背书(即包容性说明)。使用限制性指令时，在语言内条件下的错误识别高于语言间条件下的错误识别，而使用包容性指令时，这一结果仅在学习第一语言时重复，而不是在学习第二语言时。结果表明，第二语言学习者在二语学习中存在错误记忆，语言迁移对错误记忆的影响取决于所学习的语言。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Psycholinguistics Multiple-

CiteScore

3.90

自引率

4.80%

发文量

期刊介绍： Applied Psycholinguistics publishes original research papers on the psychological processes involved in language. It examines language development , language use and language disorders in adults and children with a particular emphasis on cross-language studies. The journal gathers together the best work from a variety of disciplines including linguistics, psychology, reading, education, language learning, speech and hearing, and neurology. In addition to research reports, theoretical reviews will be considered for publication as will keynote articles and commentaries.