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ERIC Number: EJ932188
Record Type: Journal
Publication Date: 2011
Pages: 5
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0965-948X
Teaching and Experiencing the Misinformation Effect: A Classroom Exercise
Swenson, John Eric, III; Schneller, Gregory R.
Psychology Teaching Review, v17 n1 p41-45 Spr 2011
Students from four sections of Introduction to Psychology (N=82) were taught that participating in a classroom exercise may make memories vulnerable to the misinformation effect. All students were shown a short video clip of a car wreck. Students were then asked either "leading" or "non-leading" questions about the video clip. Students were also asked to rate how reliable they believed their memories to be. Responses to the questions were statistically analysed. This classroom exercise was found to be a simple and useful way of allowing students to experience firsthand the way in which memories may be distorted. (Contains 2 tables.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A