Interference

• Memories that enter LTM store are theoretically permanent. So, when we forget it’s because we cannot access those memories (not because they aren’t available) and this is due to Interference.
• Proactive interference When an old memory interferes with the recall of a newer memory. For example… The functions on your new car may be different to your old car (i.e. the fuel cap might be on the opposite side) Old information (memories for your old car) is interfering with new learning (information about the new car)
• Retroactive interference When a new memory interferes with the recall of an old memory. The old memory is forgotten. For example, you have difficulties remembering the names of the students in your maths class last year because you learnt the names of your psychology class this year.
• Who conducted the study on retroactive interference in 1931?


  McGeoch and McDonald
• What was the main focus of McGeoch and McDonald's study?


  The effects of similarity on retroactive interference
• How did participants demonstrate their memory in the study?


  By learning a list of 10 words until they could recall them 100% accurately
• How many groups of participants were involved in the study?

  Six groups
• What types of lists did the participants learn in the study?


  1. Synonyms (same meanings)
  2. Antonyms (opposite meanings)
  3. Unrelated words
  4. Nonsense syllables
  5. Three-digit numbers
  6. No new list (rested)
• Which group produced the worst recall of the original list?

  Group 1 (synonyms)
• What does the finding that synonyms produced the worst recall suggest about memory interference?


  Interference is strongest when memories are similar
• What does PI stand for in the context of memory interference?


  Previously stored information
• How does PI affect the storage of new information?


  It makes new similar information more difficult to store
• What does RI stand for in the context of memory interference?


  Retroactive interference
• How does RI affect previously stored memories?


  New information overwrites previous similar memories
• Baddeley and Hitch (1977) examined rugby union players who had played every match in the season and players who had missed some games due to injury. The players were asked to recall the names of the teams they had played against earlier in the season. Baddeley and Hitch found that players who had played the most games had the poorest recall.
• What is a strength of the interference theory according to Baddeley and Hitch (1977)?


  There is evidence of interference in everyday situations.
• What was the main focus of Baddeley and Hitch's (1977) study?


  To examine the recall of rugby union players based on their game participation.
• How did Baddeley and Hitch (1977) measure the players' memory recall?


  By asking them to recall the names of the teams they had played against earlier in the season.
• What did Baddeley and Hitch (1977) find regarding players who had played the most games?


  They had the poorest recall of team names.
• What concept does the study by Baddeley and Hitch (1977) support?


  The idea of retroactive interference.
• How does retroactive interference affect memory according to the study?


  New information interferes with the recall of old information.
• What does the study by Baddeley and Hitch (1977) suggest about the validity of the interference theory?


  It increases the validity of the theory by showing interference in real-world situations.
• Tulving and Psotka (1971) gave participants list of words organised into categories e.g animals, fruits (participants were not told what the categories were. Recall averaged about 70% for the original list, but become progressively worse as participants learned each additional list (proactive interference). At the end of the procedure participants were given a cued recall (they were told the names of the categories) the effects of interference disappeared. The recall increased again to about 70%.
• What is one limitation of interference in memory retrieval?


  Interference is temporary and can be overcome by using cues.
• Who conducted a study on the effects of interference in memory recall?

  Tulving and Psotka
• In the study by Tulving and Psotka, how were the words organized?


  The words were organized into categories such as animals and fruits.
• What was the average recall percentage for the original list of words in the study?


  About 70%
• What happens to recall as participants learn additional lists in the study?

  Recall becomes progressively worse due to proactive interference.
• What type of interference was observed in the study by Tulving and Psotka?


  Proactive interference
• What was given to participants at the end of the procedure to aid recall?

  Participants were given a cued recall with the names of the categories.
• What effect did the cued recall have on participants' memory performance?


  The effects of interference disappeared, and recall increased again to about 70%.
• What does the study by Tulving and Psotka suggest about the nature of interference in memory?


  Interference causes a temporary loss of accessibility to materials in long-term memory.
• According to the study, what is a more important explanation of forgetting than interference?


  Retrieval failure is a more important explanation of forgetting than interference.
• Real world application Supporting evidence from McGeoch & Mcdonald, as it demonstrates that interference is strongest when memories are similar Student should avoid looking at similar materials together when revising for exams. For example, this can easily be done by leaving gap between revision of same subject topic or interleaving between different topics