2.4: Interference theory (IT)

Question 1

Forgetting

Answer 1

Forgetting is the failure to retrieve memories

Question 2

Retrieval failure

Answer 2

Retrieval failure is an explanation for forgetting when material is stored in the LTM, but cannot be consciously recalled as a result of a lack of retrieval cues to ‘jog the memory’

Question 3

Interference or interference theory (IT)

Answer 3

1. Interference
   Or,
2. Interference theory (IT)
   is an explanation for forgetting when one memory disturbs the ability to recall another

Question 4

Interference or interference theory (IT) is an explanation for forgetting when one memory disturbs the ability to recall another.
This might result in what?

Answer 4

This might result in:
1. Forgetting
Or,
2. Distorting
one or the other or both of the memories

Question 5

Interference or interference theory (IT) is an explanation for forgetting when one memory disturbs the ability to recall another.
This might result in forgetting or distorting one or the other or both of the memories.
This is more likely to happen if the memories are what?

Answer 5

This is more likely to happen if the memories are similar

Question 6

Interference or interference theory (IT) is an explanation for forgetting when one memory disturbs the ability to recall another.
This might result in forgetting or distorting one or the other or both of the memories.
This is more likely to happen if the memories are similar.
Interference theory sees forgetting as due to information in LTM doing what?

Answer 6

Interference theory sees forgetting as due to information in LTM becoming:
1. Confused with
Or,
2. Disrupted by
other information during coding

Question 7

Interference or interference theory (IT) is an explanation for forgetting when one memory disturbs the ability to recall another.
This might result in forgetting or distorting one or the other or both of the memories.
This is more likely to happen if the memories are similar.
Interference theory sees forgetting as due to information in LTM becoming confused with or disrupted by other information during coding, leading to what?

Answer 7

Interference theory sees forgetting as due to information in LTM becoming:
1. Confused with
Or,
2. Disrupted by
other information during coding, leading to inaccurate recall

Question 8

How many forms of interference are there?

Answer 8

There are 2 forms of interference:

1. Proactive interference
2. Retroactive interference

Question 9

Proactive interference

Answer 9

Proactive interference is a form of interference that occurs when past memories inhibit an individual’s full potential to retain new memories

Question 10

Retroactive interference

Answer 10

Retroactive interference is a form of interference that occurs when newly learned information interferes with the recall of previously learned information

Question 11

There are 2 forms of interference - Proactive interference and retroactive interference.
Proactive interference works forwards in time, occurring when information stored previously interferes with an attempt to do what?

Answer 11

Proactive interference works forwards in time, occurring when information stored previously interferes with an attempt to recall something new

Question 12

An example of proactive interference

Answer 12

An example of proactive interference is the memory of an old phone number disrupting attempts to recall a new phone number

Question 13

There are 2 forms of interference - Proactive interference and retroactive interference.
Retroactive interference works backwards in time, occurring when what disrupts information stored previously?

Answer 13

Retroactive interference works backwards in time, occurring when coding new information disrupts information stored previously

Question 14

An example of retroactive interference

Answer 14

An example of retroactive interference is the memory of a new car registration number preventing recall of a previous one

Question 15

Forgetting doesn’t mean the memory does what?

Answer 15

Forgetting doesn’t mean the memory disappears

Question 16

Forgetting doesn’t mean the memory disappears.

The memory is still what?

Answer 16

The memory is still available

Question 17

Forgetting doesn’t mean the memory disappears.

The memory is still available, it is just not what?

Answer 17

The memory is still available, it is just not accessible

Question 18

Forgetting doesn’t mean the memory disappears.

The memory is still available, it is just not accessible, since our LTMs have what?

Answer 18

The memory is still available, it is just not accessible, since our LTMs have an unlimited capacity

Question 19

The MSM states that LTM has an unlimited capacity and that memories have a duration of what?

Answer 19

The MSM states that:

1. LTM has an unlimited capacity
2. Memories have a duration of potentially a lifetime

Question 20

The MSM states that LTM has an unlimited capacity and that memories have a duration of potentially a lifetime.
However, we know from what that we do forget some what?

Answer 20

We know from experience that we do forget some information stored in the LTM

Question 21

Who (what year) studied retroactive interference?

Answer 21

McGeoch and McDonald (1931) studied retroactive interference

Question 22

Interference in memory is probably one of the most what findings in the whole of psychology?

Answer 22

Interference in memory is probably one of the most consistently demonstrated findings in the whole of psychology

Question 23

Interference in memory is probably one of the most consistently demonstrated findings in the whole of psychology.
Literally how many laboratory experiments have been carried out into this explanation for forgetting?

Answer 23

Literally thousands of laboratory experiments have been carried out into this explanation for forgetting

Question 24

Interference in memory is probably one of the most consistently demonstrated findings in the whole of psychology.
Literally thousands of laboratory experiments have been carried out into this explanation for forgetting, such as who’s research?

Answer 24

Literally thousands of laboratory experiments have been carried out into this explanation for forgetting, such as McGeoch and McDonald’s research

Question 25

Interference in memory is probably one of the most consistently demonstrated findings in the whole of psychology.
Literally thousands of laboratory experiments have been carried out into this explanation for forgetting, such as McGeoch and McDonald’s research.
Most of these studies show that both types of interference are what?

Answer 25

Most of these studies show that both types of interference are very likely to be common ways we forget information from LTM

Question 26

Retrieval failure is an explanation for forgetting when material is stored in the LTM, but cannot be consciously recalled as a result of a lack of retrieval cues to ‘jog the memory.’
What do types of cues that have been studied by psychologists include?

Answer 26

Types of cues that have been studied by psychologists include:

1. Context
2. State
3. Organisation

Question 27

Retrieval failure is an explanation for forgetting when material is stored in the LTM, but cannot be consciously recalled as a result of a lack of retrieval cues to ‘jog the memory.’
Types of cues that have been studied by psychologists include context, state and organisation.
When do cues improve recall?

Answer 27

Cues improve recall if:

1. Recall is in the same context as learning
2. The person is in the same bodily state as when material was learned
3. The organisation gives a structure that provides triggers

Question 28

Retrieval failure is an explanation for forgetting when material is stored in the LTM, but cannot be consciously recalled as a result of a lack of retrieval cues to ‘jog the memory.’
Types of cues that have been studied by psychologists include context, state and organisation.
Cues improve recall if recall is in the same context as learning, if the person is in the same bodily state as when material was learned and if the organisation gives a structure that provides triggers, for example what?

Answer 28

Cues improve recall if:

1. Recall is in the same context as learning
2. The person is in the same bodily state as when material was learned
3. The organisation gives a structure that provides triggers, for example categories