explanations for forgetting: interference theory

• interference theory

  • where we forget, because one memory gets in the way of another
  • information conflicts with one another
  • causes one, or both of the memories to be distorted or forgotten
• what are the two types of interference

  • proactive interference
  • retroactive interference
• when is forgetting more likely

  when memories are similar
• proactive interference

  forgetting occurs when PAST information/memories get in the way of current memories
• retroactive interference

  forgetting occurs when RECENT memories get in the way of older memories
• what was the results of McGeoch and McDonald's study

  the most similar material produced the worst recall (synonyms group 1), which shows that interference is strongest when the memories are similar
• conclusions from McGeoch and McDonald study

  forgetting was dependent on the nature of the second list
• evaluations for interference theory as an explanation for forgetting

  • research support
  • artificial tasks/time
  • real life studies of memory
• research support (interference evaluation PEE)

  • A strength of interference theory is that supporting research has been conducted
  • For example, McGeoch and McDonald’s research using word lists. They found that when a group was given a second list of words to remember, consisting of synonyms with the first list, they performed the worst at recalling the first group of words. Compared to the group that were ‘resting’ during the second period of time, who therefore experienced no interference from a second list, so were able to have the highest accuracy recalling the first group of words.
• research support (interference evaluation CLB)

  • However, it can be argued that being asked to remember long lists of words is an artificial task that we would not come across in real life, therefore it lacks mundane realism
  • Yet, this still supports the idea, and provides objective evidence, that interference is the strongest when two pieces of information are similar, therefore causing the information to be forgotten
• artificial tasks/time (interference evaluation PEE)

  • there are artificial stimuli in an artificial laboratory environment.
  • e.g. stimulus materials like word lists, can be viewed as something we would not come across in real life, being very rare to need to learn a list of random words and recall them immediately, in real life, anything similar we would need to learn would hold some meaning to us, therefore making it easier to remember
  • participants had a short time window. So it can be deemed the findings only conclude the relevance of interference in the STM, not the LTM
• artificial tasks/time (interference evaluation CLB)

  • Arguably, most everyday recall where interference occurs, involves recalling from our long-term memories
  • Therefore, the validity of McGeoch and McDonald’s findings may be affected, and interference may not be as likely an explanation for forgetting in everyday life.
• real life studies of memory (interference evaluation P)

  • Another strength of interference is that other studies have shown that this explanation may be applicable in a real-life setting
• real life studies of memory (interference evaluation EE)

  • Baddeley and Hitch conducted research demonstrating interference is a better explanation then the passage of time. In their study, they asked rugby players to remember the names of teams that they had played over the season
  • The players that had experiences less games in between matches, were more effective at recalling games a long time ago, than those being tested on a more recent game, but had played more games in between
• real life studies of memory (interference evaluation LB)

  • This supports the theory that interference does occur in an everyday setting such as sport, but more importantly that interference can be a more valid explanation of forgetting than the passage of time.
• ways to remember which type of interference

  • P - proactive
  • O - old with new
  • R - retroactive
  • N - new with old