McGeoh and McDonald's study on interference

• What did McGeoch and McDonald aim to investigate?

  Accuracy affected by competing words
• What type of stimuli did the participants in McGeoch and McDonald's study learn?

  A list of ten words
• How many different new lists were used in McGeoch and McDonald's study?

  Five different new lists
• What type of words was included in the lists that participants were shown?

  Same meanings, opposite, unrelated, nonsense, numbers
• What affected participants' memory of the initial list of words?

  The new list affected memory
• When was the effect of the new list strongest?

  Words with similar meanings
• What reduces the accuracy of memory?

  Interference from a second set
• When is interference strongest?

  Two sets of information are similar
• What type of technique was used to reduce the impact of learning lists in the same order?

  Counterbalancing
• What was a strength of the McGeoch and McDonald study?

  There was high control
• How does the high control in the study affect bias?

  The study was less biased
• What is a major weakness of the McGeoch and McDonald study?

  It does not reflect real-life activity
• What type of task made the conclusion about interference limited?

  An artificial task
• What may interference not be an explanation of?

  Forgetting
• According to Tulving and Psotka, what might prevent access to information?

  An appropriate cue not given
• If information is not forgotten but just cannot be accessed, what does interference not cause?

  Inaccurate memories
• What acts as a cue for recall?

  Things present at time of learning
• What does having a cue for recall do?

  Improves the accuracy of memory