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Instead, they may become misinformed by watching a debate. Taking the second debate in the 2002 German general election as an example, we first compare people\u2019s knowledge about economic facts before and after the debate with the actual situation as represented by official statistics. In a second step, we trace back the change or stability of their assessments of the state of the economy to candidates\u2019 statements on that issue during the debate by using continuous-response measurement (CRM) measurement. Our analysis shows substantial learning effects among debate viewers. However, most of them did not improve their knowledge. They were rather misled by candidates\u2019 selective presentation of facts.<\/jats:p>","DOI":"10.1177\/0093650206293252","type":"journal-article","created":{"date-parts":[[2006,10,27]],"date-time":"2006-10-27T15:38:49Z","timestamp":1161963529000},"page":"489-506","source":"Crossref","is-referenced-by-count":30,"title":["Learning Versus Knowing"],"prefix":"10.1177","volume":"33","author":[{"given":"Marcus","family":"Maurer","sequence":"first","affiliation":[{"name":"Institut fuer Publizistik, University of Mainz, Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Carsten","family":"Reinemann","sequence":"additional","affiliation":[{"name":"Institut fuer Publizistik, University of Mainz, Germany"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2006,12,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/2111700"},{"key":"atypb2","first-page":"126","volume-title":"The presidential debates. 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