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Ironic effects of drawing attention to story errors.

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Title: Ironic effects of drawing attention to story errors.
Authors: Eslick, AndreaN. (AUTHOR), Fazio, LisaK. (AUTHOR), Marsh, ElizabethJ. (AUTHOR)
Source: Memory. Feb2011, Vol. 19 Issue 2, p184-191. 8p. 1 Chart.
Subjects: Attention, Fiction, False memory syndrome, Psychiatric errors, Information processing, Theory of knowledge
Abstract: Readers learn errors embedded in fictional stories and use them to answer later general knowledge questions (Marsh, Meade, & Roediger, 2003). Suggestibility is robust and occurs even when story errors contradict well-known facts. The current study evaluated whether suggestibility is linked to participants' inability to judge story content as correct versus incorrect. Specifically, participants read stories containing correct and misleading information about the world; some information was familiar (making error discovery possible), while some was more obscure. To improve participants' monitoring ability, we highlighted (in red font) a subset of story phrases requiring evaluation; readers no longer needed to find factual information. Rather, they simply needed to evaluate its correctness. Readers were more likely to answer questions with story errors if they were highlighted in red font, even if they contradicted well-known facts. Although highlighting to-be-evaluated information freed cognitive resources for monitoring, an ironic effect occurred: Drawing attention to specific errors increased rather than decreased later suggestibility. Failure to monitor for errors, not failure to identify the information requiring evaluation, leads to suggestibility. [ABSTRACT FROM AUTHOR]
Copyright of Memory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Ironic effects of drawing attention to story errors.
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  Data: <searchLink fieldCode="JN" term="%22Memory%22">Memory</searchLink>. Feb2011, Vol. 19 Issue 2, p184-191. 8p. 1 Chart.
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  Data: <searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Fiction%22">Fiction</searchLink><br /><searchLink fieldCode="DE" term="%22False+memory+syndrome%22">False memory syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Psychiatric+errors%22">Psychiatric errors</searchLink><br /><searchLink fieldCode="DE" term="%22Information+processing%22">Information processing</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink>
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  Data: Readers learn errors embedded in fictional stories and use them to answer later general knowledge questions (Marsh, Meade, & Roediger, 2003). Suggestibility is robust and occurs even when story errors contradict well-known facts. The current study evaluated whether suggestibility is linked to participants' inability to judge story content as correct versus incorrect. Specifically, participants read stories containing correct and misleading information about the world; some information was familiar (making error discovery possible), while some was more obscure. To improve participants' monitoring ability, we highlighted (in red font) a subset of story phrases requiring evaluation; readers no longer needed to find factual information. Rather, they simply needed to evaluate its correctness. Readers were more likely to answer questions with story errors if they were highlighted in red font, even if they contradicted well-known facts. Although highlighting to-be-evaluated information freed cognitive resources for monitoring, an ironic effect occurred: Drawing attention to specific errors increased rather than decreased later suggestibility. Failure to monitor for errors, not failure to identify the information requiring evaluation, leads to suggestibility. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Memory is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: False memory syndrome
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              Text: Feb2011
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