AO1

• Define the interference theory of forgetting:

  People forget information because two pieces of two pieces of information conflicting with each other. Interference has been proposed mainly as an explanation for forgetting long-term memory.

  Once information has reached long-term memory it is more-or-less permanent. Therefore, any forgetting of LTM's is most likely because we can't get any access to them, even though they are available.

  Interference between memories makes it harder for us to locate them, this is experienced as 'forgetting.'
• What is retroactive interference (RI)?

  Retroactive interference (RI) happens when a newer memory interferes with an older one. For example, when your teacher has learned so many names this year that she has difficulty remembering the names of students last year.
• What is proactive interference (PI)?

  Proactive interference (PI) occurs when an older memory interferes with a newer one. For example, your teacher has learned so many names of students last year that she has difficulty remembering names of students this year.
• What is the key research into interference?

  There are effects of similarity. In both cases of retroactive interference and proactive interference, interference is worse when the memories (or learning) are similar, as discovered by McDonald and McGeoch's study (1931)
• Aim:

  To investigate retroactive interference by changing the amount of similarity between two sets of materials
• Method:

  • Participants had to learn a list of 10 words until they could remember them with 100% accuracy
  • Then they learned a new list. There were 6 groups of participants who had to learn different types of lists:
  • Group 1 - synonyms - words with the same meaning as the originals
  • Group 2 - antonyms - words with the opposite meanings to the originals
  • Group 3 - words unrelated to the original ones
  • Group 4 - consonant syllables
  • Group 5 - three-digit numbers
  • Group 6 - no new list - these participants just rested
• Results:

  When the participants then recalled the original list of words, their performance depended on the nature of the second list. The most similar material (synonyms) produced the worst recall.
• Conclusion:

  This shows that interference is strongest when the memories are similar. This is also an example of retroactive interference as the new information learned had disrupted the participant's old learning (original list of words)