5. Interference

Interference refers to situations where learning can conflict with previous knowledge or new information.
False memories can be created from misleading information or suggestions.
Context plays a role in memory recall, where the environment and circumstances influence how well memories are retrieved.

Memory Processes include:
- Encoding: The initial process of learning and understanding information.
- Storage: Retaining information over time.
- Retrieval: The process of recalling stored information to use it.
Types of Memory:
- Episodic Memory: Specific events or experiences.
- Semantic Memory: General knowledge and facts.
- Procedural Memory: Skills and tasks learned through practice.
Multi-store Model of Memory: Describes three main components:
- Sensory Memory - Brief storage of sensory information.
- Short-term Memory (STM) - Limited capacity and duration.
- Long-term Memory (LTM) - Potentially unlimited storage capacity and duration.
Primacy and Recency Effects: References how the order of information affects recall abilities, with words at the beginning and end of a list recalled more frequently than those in the middle.

Explores how information is processed.
Interference Theory: Details how new learning can conflict with old memories, negatively affecting recall.
Context Memory: How the context during memory storage can aid retrieval, emphasizing the importance of environmental cues.
False Memory: Examines how memories can be distorted or inaccurately recalled due to external factors.

Occurs when previously learned information disrupts the acquisition of new information (e.g., recalling old classmates’ names instead of current ones).

Happens when new learning interferes with the retrieval of older information (e.g., recalling new classmate names that hinder recalling old classmates’ names).

Interference Research has shown that events happening between learning something and recalling it can hinder accuracy.
Interference Effects in Studies: Often assessed through experiments comparing recall rates between groups given various tasks or lists.

Murdock's (1962) study showcased the impact of word position on recall ability, establishing the Primacy Effect and Recency Effect—words at the beginning and end of lists are recalled more often.
Foundational for supporting the Multi-store Model of Memory which outlines processes of memory.

Strengths: Well-designed with a large sample size and random assignments to mitigate bias.
Weaknesses: Critiques focus on the artificial nature of a laboratory setup and whether findings translate to real-world memory tasks.

Students are prompted to think critically about various examples of memory interference, both proactive and retroactive.
McGeoch & McDonald (1931) Study: Investigated how a second task affects recall of initial information, establishing that similar tasks lead to more significant interference.

Summarization of the topics covered, encouraging students to create lists of researchers relevant to the course material.