The effect of language proficiency and associative strength on false memory

Beato, María Soledad; Arndt, Jason

doi:10.1007/s00426-020-01449-3

Cited by 6 publications

(30 citation statements)

References 44 publications

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“…To do so some questionnaires have been created (e.g., Li et al, 2006;Marian et al, 2007;Luk and Bialystok, 2013;Anderson et al, 2018) that might be useful for future research. Additionally, as previous works showed that participants had far from perfect knowledge of L2 stimuli (Beato and Arndt, 2021), we encourage researchers to evaluate L2 word knowledge within future studies to assess the validity of alternative explanations for memory effects.…”

Section: Discussionmentioning

confidence: 95%

“…This study not only showed that false recognition increased with age in both languages, but also that all age groups were more likely to produce false recognition in L1 (dominant) than in L2 (non-dominant). Furthermore, the effect of language dominance on false memory was obtained in most of the studies using DRM lists strongly related to the critical lure, but Beato and Arndt (2021) found this effect with lists weakly related to the critical lure. Namely, higher false memories were reported in the dominant than in the non-dominant language in both adults and children, and with DRM lists that had high and low associative strength between the studied words and the critical lure.…”

Section: False Memories and Language Proficiencymentioning

confidence: 90%

“…First, beginning with the most common result, the studies that found significantly higher false recognition in L1 than L2 (Anastasi et al, 2005, Experiments 3 and 4;Sahlin et al, 2005;Howe et al, 2008;Arndt and Beato, 2017;Beato and Arndt, 2021) reported that the dominant and non-dominant language were the L1 and L2, respectively. That is, false recognition was higher in the dominant than in the non-dominant language in these studies.…”

Section: False Memories and Language Proficiencymentioning

confidence: 99%

“…Lastly, two studies investigated false memories in participants that differed in L2 proficiency (Arndt and Beato, 2017;Beato and Arndt, 2021). Specifically, the authors found that greater language proficiency in the non-dominant language increased false memories.…”

Section: False Memories and Language Proficiencymentioning

confidence: 99%

“…Even non-Indo-European languages have been employed to study the associative memory illusion (e.g., Chinese, Chen et al, 2008; Japanese, Kawasaki and Yama, 2006), with a robust false memory effect in all of them. However, false memories have not only been studied in first languages (L1), but also in second languages (L2) with different proficiency levels (e.g., Anastasi et al, 2005;Arndt and Beato, 2017;Beato and Arndt, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Language Proficiency in False Memory: A Mini Review

Suarez

Beato

2021

Front. Psychol.

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Memory errors and, specifically, false memories in the Deese/Roediger–McDermott paradigm have been extensively studied in the past decades. Most studies have investigated false memory in monolinguals’ native or first language (L1), but interest has also grown in examining false memories in participants’ second language (L2) with different proficiency levels. The main purpose of this manuscript is to review the current state of knowledge on the role of language proficiency on false memories when participants encode and retrieve information in the same language. To do so, a systematic literature search was conducted, and the available studies were reviewed. These studies differed in, for example, age, language proficiency, or material characteristics, including both high and low associative strength lists, and they reported different results. In this review, we attempted to make sense of the apparently contradictory results by carefully identifying participants’ language dominance and L2 proficiency. Specifically, the results indicated that, first, people are more prone to produce false memories in their dominant than in their non-dominant language. This result generalizes to lists with high and low associative strength, as well as to participants of different ages. Second, false memories do not differ between two languages when speakers are equally proficient in both languages. Finally, highly proficient L2 speakers produce more false memories in their L2 than speakers with lower L2 proficiency. The results of this review will be considered in the light of the theoretical frameworks of false memories and bilingual language processing.

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Section: Discussionmentioning

confidence: 95%

Section: False Memories and Language Proficiencymentioning

confidence: 90%

Section: False Memories and Language Proficiencymentioning

confidence: 99%

Section: False Memories and Language Proficiencymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Language Proficiency in False Memory: A Mini Review

Suarez

Beato

2021

Front. Psychol.

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

Beato

Albuquerque

Cadavid

et al. 2023

Applied Psycholinguistics

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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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