forgetting: interference theory

• what is interference

• interference has been proposed mainly as an explanation for what

• any type of ‘forgetting’ in the LTM is because we can’t get what- and interference makes this h____

• when two pieces of information compete and disrupt with each other, resulting in forgetting of one/both memories or the distortion of them

• interference has been proposed mainly as an explanation for forgetting in LTM

• any type of ‘forgetting’ in the LTM is because we can’t get access to memories- and interfernce makes this harder

what are the 2 types of interference

2 types of interference :

• proactive interference- when an older memory interferes with a newer one (pro- working from old to new) e.g teacher has learned so many names in the past classes that she has difficulty remembering she names of her current class

• retroactive interference- when a new memory interferes with an older one e.g teacher has learned so many new names and has difficulty remembering the names of the students last year

  new with old = no = retro

Research on the effects of similarity

• In both Pl and RI, the interference is worse when the memories (or learning) are what, as discovered by McG____ and McD____ (1931).

Procedure :

• McGeoch and McDonald studied what type of interference by changing the amount of s_____ between two sets of materials. Participants had to learn what until they could do what. They then learned a n___ list.

• There were s___ groups of participants who had to learn different types of new lists (s______, a____,

  words u____ to the original list, digit numbers, c__ syllables) or no new list (c___

  group)

Findings :

• When the participants were asked to recall the original list of words, the most similar material (synonyms) produced what This shows that interference is strongest when what

Conclusions :

• This supports the idea that the extent of forgetting is larger when the two memories or materials are very s___ i.e. a positive correlation between forgetting and similarity.

Research on the effects of similarity

• In both Pl and RI, the interference is worse when the memories (or learning) are similar, as discovered by McGeoch and McDonald (1931).

Procedure :

• McGeoch and McDonald studied retroactive interference by changing the amount of similarity between two sets of materials. Participants had to learn a list of 10 words until they could remember them with 100% accuracy. They then learned a new list.

• There were six groups of participants who had to learn different types of new lists (synonyms, antonyms,

  words unrelated to the original list, 3 digit numbers, consonant syllables) or no new list (control

  group)

Findings :

• When the participants were asked to recall the original list of words, the most similar material (synonyms) produced the worst recall. This shows that interference is strongest when the memories are similar.

Conclusions :

• This supports the idea that the extent of forgetting is larger when the two memories or materials are very similar i.e. a positive correlation between forgetting and similarity.

✓ Evaluation - Further research support into effect of similarity

• B___ and S___ (19___) presented a series of what to their participants, who had to recall what

• In some cases, they had more difficulty in recalling earlier adverts (_____)-in other cases, they had problems remembering the later ones. (_____)

• The effect was greater when what what

• This is a strength because the findings show i____ is more what when information is similar

✓ Evaluation - Further research support into effect of similarity

• Burke and Skrull (1988) presented a series of magazine adverts to their participants, who had to recall the detail of what they had seen

• In some cases, they had more difficulty in recalling earlier adverts (retroactive)-in other cases, they had problems remembering the later ones. (proactive)

• The effect was greater when the adverts were similar

• This is a strength because the findings show interference is more likely when information is similar

✓ Evaluation-evidence of interference effects on everyday life

• ____ interference is supported by research on who presented by B___ and H___ (19___).

• They found that, although the l____ of the season was the same for all the players, those who had done what forgot proportionately more games than those who had what

• This supports the theory of _____ inference as the learning of new information (new team names) interfered with what

✓ Evaluation-evidence of interference effects on everyday life

• Retroactive interference is supported by research on rugby union players presented by Baddeley and Hitch (1977).

• They found that, although the length of the season was the same for all the players, those who had played the most games forgot proportionately more games than those who had played fewer games due to injury.

• This supports the theory of retroactive inference as the learning of new information (new team names) interfered with the memory of old information (earlier team names).

✓- ____ interference is supported by K____ & U____ (19____)

• presented participants with what at different i___ (3, 6, 9 seconds, etc.)

• what did the participants do to prevent rehearsal

• They found that participants typically remembered what , irrespective of what

• This supports the theory of _____ interference, as memory for the earlier c____ (which had transferred where) interfered with the memory for what due to the s___ of the information presented.

✓- Proactive interference is supported by Keppel & Underwood (1962)

• presented participants with meaningless three-letter consonant trigrams (for example, THG) at different intervals (3, 6, 9 seconds, etc.)

• To prevent rehearsal, the participants had to count backwards in threes before recalling.

• They found that participants typically remembered the trigrams that were presented first, irrespective of the interval length.

• This supports the theory of proactive interference, as memory for the earlier consonants (which had transferred to LTM) interfered with the memory for new consonants, due to the similarity of the information presented.

✗- Research to support interference theory is often criticised for being artificial and lacking ecological validity.

• For example, the research by who (1962) was conducted in a laboratory while using m____ s____ (trigrams).

• As a result, these findings do not represent what and are limited in their application to what

✗- Research to support interference theory is often criticised for being artificial and lacking ecological validity.

• For example, the research by Keppel and Underwood (1962) was conducted in a laboratory while using meaningless stimuli (trigrams).

• As a result, these findings do not represent everyday examples of interference and are limited in their application to everyday human memory.

✗- One limitation is that interference can be overcome by using cues

• T____ and P____ (19____) gave participants what, (participants were not told what).

• Recall averaged about ____% for the first list, but became what as participants did what (____ interference).

• At the end of the procedure the participants were given what - they were told the names of the categories. Recall rose again to about ___%.

• This shows that interference causes what to material that is still in where , a finding not predicted by interference theory.

✗- One limitation is that interference can be overcome by using cues

• Tulving and Psotka (1971) gave participants lists of words organised into categories, one list at a time (participants were not told what the categories were).

• Recall averaged about 70% for the first list, but became progressively worse as participants learned each additional list (proactive interference).

• At the end of the procedure the participants were given a cued recall test - they were told the names of the categories. Recall rose again to about 70%.

• This shows that interference causes a temporary loss of accessibility to material that is still in LTM, a finding not predicted by interference theory.