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.

我们使用 Deese/Roediger–McDermott 范式在第二语言学习者中检查了记忆指令对错误记忆的影响。参与者研究了 L1 和 L2 中的单词列表（例如，音符、声音、钢琴……）与未呈现的关键诱饵（例如，音乐）相关联。在后来的识别测试中，关键诱饵出现在他们列表中的相同或其他语言中（即，语言内和语言间条件）。在实验 1 中，参与者只应在学习和测试语言匹配时才认可一个项目（即限制性说明）；也就是说，他们应该检索语言信息。在实验 2 中，无论语言如何，参与者都应该认可学习的项目（即包容性说明）。在限制性指令下，错误识别在语言内比在语言间条件下更高，而使用包容性指令时，只有在 L1 而非 L2 中学习单词时才会复制此结果。结果表明，第二语言学习者在他们的 L2 中表现出错误记忆，并且语言转换对错误识别的影响取决于学习语言。