This paper will summarize and report on the results of a recent empirical study on the cognitive and evaluative consequences of viewing dubbed vs. subtitled films at different ages. After illustrating the study and focusing primarily on older adult viewers, the implications of viewing translated audiovisual material at different ages and in different circumstances will be discussed. The most relevant applied implications of such an empirically grounded research will be illustrated. The limitations of the study will also be mentioned to highlight the most motivating lines of research still to be followed.
