Teaching and Experiencing the Misinformation Effect: A Classroom Exercise

Autor/inn/en	Swenson, John Eric, III; Schneller, Gregory R.
Titel	Teaching and Experiencing the Misinformation Effect: A Classroom Exercise
Quelle	In: Psychology Teaching Review, 17 (2011) 1, S.41-45 (5 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Video Technology; Psychology; Memory; Introductory Courses; Recall (Psychology); Traffic Safety; Motor Vehicles; Statistics; Higher Education; College Students + Suchen Sie Ihr Suchwort? Psychologie; Gedächtnis; Einführungskurs; Abberufung; Motor vehicle; Kraftwagen; Statistik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent
Abstract	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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10