Two groups of undergraduates received simulated amnesia instructions that either informed them how amnesics perform on memory tasks (informed; n = 11) or did not inform them about how amnesics perform on memory tasks (uninformed; n = 9). A third group received no such instructions (control; n = 9). Performance on a negative priming task revealed that both malingering groups displayed significantly less negative priming as compared to the control group. Possible reasons for these results are discussed.