Interference theory

• Interference theory is a theory of forgetting in long-term memory and suggests that forgetting can occur when two pieces of information conflict with one another, which can then result in not being able to access either one or both pieces of information.
• Information in long-term memory is fairly permanent, as evidenced by research that we looked at in earlier videos.
• There are two main types of interference: proactive interference, which is when old information disrupts the recall of new information, and retroactive interference, which is when new information disrupts the recall of old information.
• The effects of interference are most prominent when the two pieces of information are similar, as evidenced by a research study conducted by McGee and McDonald in 1931.
• In the research study conducted by McGee and McDonald, participants were asked to learn a list of ten words until they could remember them with a hundred percent accuracy.
• The participants were then split into six groups and given a different new list to learn.
• McGeach and McDonald can be used as an evaluation point for interference theory.
• The conditions needed to produce interference are rare in the real world, as evidenced by a study where participants were asked to recall two very similar pieces of information within a short time frame.
• Retrieval failure theory may be a better explanation for forgetting than interference theory.
• Interference can account for at least some forgetting in the real world, as evidenced by a study where rugby players with the most games played had the poorest recall of who they played during the season.
• Interference theory may not be a reliable explanation in the real world, as it may not explain all cases of forgetting.
• Variables that impact learning in the real world, such as stress, can be controlled in a lab, producing the conditions needed for interference to occur.
• Interference can be overcome by using recall cues, as evidenced by a study where participants' recall increased when they were told the categories of the words they had to learn.
• At the end of the study, all participants were asked to recall the initial list.
• The findings of the research study clearly show that the more similar the two pieces of information are, the more likely it was that interference occurred when they tried to recall the initial list.
• In the essay, three marks are required on interference and three marks on retrieval failure.
• Outliner study is a method where participants are asked to outline what they had to do in a study.
• In the scenario, two students are learning French and Spanish and are getting confused between the French and Spanish words.
• In part B of the exam, participants are asked to outline what the participants had to do in a study, not the study itself.
• Evaluate is a method where participants are asked to evaluate what they had to do in a study.
• In the second scenario, Martin is experiencing both interference due to the similarity between French and Spanish words and retrieval failure due to his mother often giving him cues when helping him revise.
• The two application questions are very popular in the forgetting topic and the context of the scenario is also very popular.
• In the first scenario, Aaron is experiencing interference due to the similarity between French and Spanish words.
• The second question is an essay, requiring a discussion of two explanations for forgetting.
• In part C of the exam, participants are asked to evaluate what they had to do in a study, not the study itself.
• Both scenarios give different reasons for forgetting, making them combination questions.
• The Miguel McDonald study may not be included in the outline for the essay.
• Interference in learning can occur when there are similarities between French and Spanish words.