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A Level AQA Psychology COPY > 2.4: Interference theory (IT) > Flashcards

2.4: Interference theory (IT) Flashcards

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1
Q

Forgetting

A

Forgetting is the failure to retrieve memories

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2
Q

Retrieval failure

A

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’

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3
Q

Interference or interference theory (IT)

A
  1. Interference
    Or,
  2. Interference theory (IT)
    is an explanation for forgetting when one memory disturbs the ability to recall another
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4
Q

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

A 
This might result in:
1. Forgetting
Or,
2. Distorting
one or the other or both of the memories
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5
Q

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?

A

This is more likely to happen if the memories are similar

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6
Q

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?

A 
Interference theory sees forgetting as due to information in LTM becoming:
1. Confused with
Or,
2. Disrupted by
other information during coding
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7
Q

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?

A

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

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8
Q

How many forms of interference are there?

A

There are 2 forms of interference:

  1. Proactive interference
  2. Retroactive interference
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9
Q

Proactive interference

A

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

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10
Q

Retroactive interference

A

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

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11
Q

There are 2 forms of interference - Proactive interference and retroactive interference.
Proactive interference works how?

A

Proactive interference works forwards in time

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12
Q

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?

A

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

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13
Q

An example of proactive interference

A

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

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14
Q

There are 2 forms of interference - Proactive interference and retroactive interference.
Retroactive interference works how?

A

Retroactive interference works backwards in time

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15
Q

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

A

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

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16
Q

An example of retroactive interference

A

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

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17
Q

Forgetting doesn’t mean the memory does what?

A

Forgetting doesn’t mean the memory disappears

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18
Q

Forgetting doesn’t mean the memory disappears.

The memory is still what?

A

The memory is still available

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19
Q

Forgetting doesn’t mean the memory disappears.

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

A

The memory is still available, it is just not accessible

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20
Q

Forgetting doesn’t mean the memory disappears.

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

A

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

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21
Q

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

A

The MSM states that:

  1. LTM has an unlimited capacity
  2. Memories have a duration of potentially a lifetime
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22
Q

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?

A

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

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23
Q

Who (what year) studied retroactive interference?

A

McGeoch and McDonald (1931) studied retroactive interference

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24
Q

McGeoch and McDonald (1931) studied retroactive interference by doing what?

A

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material

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25
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt what?

A

The participants learnt a list of words to the point of 100% recall

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26
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then did what?

A

They then learned a new list

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27
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then learned a new list.
McGeoch and McDonald gave what?

A

McGeoch and McDonald gave 6 conditions:

  1. Synonyms
  2. Anonyms
  3. Words unrelated to the originals
  4. Nonsense syllables
  5. 3 digit numbers
  6. No new list (these participants just retested)
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28
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then learned a new list.
McGeoch and McDonald gave 6 conditions -synonyms, antonymts, words unrelated to the originals, nonsense syllables, 3 digit numbers and no new list (these participants just retested), and so 6 groups who had to do what?

A 
McGeoch and McDonald gave 6 conditions:
1. Synonyms
2. Anonyms
3. Words unrelated to the originals
4. Nonsense syllables
5. 3 digit numbers
6. No new list (these participants just retested)
and so 6 groups who had to learn a different list
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29
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then learned a new list.
McGeoch and McDonald gave 6 conditions -synonyms, antonymts, words unrelated to the originals, nonsense syllables, 3 digit numbers and no new list (these participants just retested), and so 6 groups who had to learn a different list.
What did McGeoch and McDonald find?

A

McGeoch and McDonald found that when the participants recalled the original list of words, their performance depended on the nature of the 2nd test

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30
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then learned a new list.
McGeoch and McDonald gave 6 conditions -synonyms, antonymts, words unrelated to the originals, nonsense syllables, 3 digit numbers and no new list (these participants just retested), and so 6 groups who had to learn a different list.
McGeoch and McDonald found that when the participants recalled the original list of words, their performance depended on the nature of the 2nd test.
What list was the poorest and produced the worst recall?

A

The synonyms list:

  1. Was the poorest
  2. Produced the worst recall
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31
Q

Evaluation of the interference theory:
Against:
The main criticism of interference is that it only really explains forgetting when?

A

The main criticism of interference is that it only really explains forgetting when 2 sets of information are similar

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32
Q

Evaluation of the interference theory:
Against:
The main criticism of interference is that it only really explains forgetting when 2 sets of information are similar, for example when doing what at school?

A

The main criticism of interference is that it only really explains forgetting when 2 sets of information are similar, for example when simultaneously learning:
1. French
2. Welsh
at school

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33
Q

Evaluation of the interference theory:
Against:
The main criticism of interference is that it only really explains forgetting when 2 sets of information are similar, for example when simultaneously learning French and Welsh at school.
This does not happen when?

A

This does not happen very often

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34
Q

Evaluation of the interference theory:
Against:
The main criticism of interference is that it only really explains forgetting when 2 sets of information are similar, for example when simultaneously learning French and Welsh at school.
This does not happen very often and so interference cannot explain what?

A

This does not happen very often and so interference cannot explain forgetting in the majority of real-life settings

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35
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use what experiments based around what?

A

Research into interference tends to use laboratory experiments based around artificial tasks

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36
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as what?

A

Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs

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37
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking what?

A

Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism

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38
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a what environment?

A

This is also a strength, because it is carried out in a controlled environment

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39
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a controlled environment and laboratory experiments also control what?

A

This is also a strength, because it is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences

40
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences and this gives us confidence that interference is what?

A

This is also a strength, because:

  1. It is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences
  2. This gives us confidence that interference is a valid explanation for atleast some of forgetting
41
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences and this gives us confidence that interference is a valid explanation for atleast some of forgetting.
In laboratory experiments, you can control what and identify what?

A

In laboratory experiments, you can:

  1. Control the variables
  2. Identify a cause and effect relationship
42
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences and this gives us confidence that interference is a valid explanation for atleast some of forgetting.
In laboratory experiments, you can control the variables, such as what, and identify a cause and effect relationship?

A

In laboratory experiments, you can:

  1. Control the variables, such as extraneous variables
  2. Identify a cause and effect relationship
43
Q

Evaluation of the interference theory:
Against:
Research into interference tends to use laboratory experiments based around artificial tasks, such as learning lists of word pairs, and as such can be accused of lacking mundane realism.

For:
However, this is also a strength, because it is carried out in a controlled environment and laboratory experiments also control the effects of irrelevant influences and this gives us confidence that interference is a valid explanation for atleast some of forgetting.
In laboratory experiments, you can control the variables, such as extraneous variables, and identify a cause and effect relationship.
This further does what?

A

This further increases the reliability of the results

44
Q

Evaluation of the interference theory:
Against:
Does the interference theory take into account the nature of the material to be remembered?

A

The interference theory does not take into account the nature of the material to be remembered

45
Q

Evaluation of the interference theory:
Against:
The interference theory does not take into account the nature of the material to be remembered, because it lacks what?

A

The interference theory does not take into account the nature of the material to be remembered, because it lacks external validity

46
Q

Evaluation of the interference theory:
Against:
The interference theory does not take into account the nature of the material to be remembered, because it lacks external validity, in particular what?

A

The interference theory does not take into account the nature of the material to be remembered, because it lacks external validity, in particular mundane realism

47
Q

Evaluation of the interference theory:
Against:
The interference theory does not take into account the nature of the material to be remembered, because it lacks external validity, in particular mundane realism.
This is illustrated by what?

A 
This is illustrated by the 6:
1. Sets
Or,
2. Conditions
that were given in McGeoch and McDonald's research
48
Q

Evaluation of the interference theory:
Against:
The interference theory does not take into account the nature of the material to be remembered, because it lacks external validity, in particular mundane realism.
This is illustrated by the 6 sets or conditions that were given in McGeoch and McDonald’s research.
A person would not do what in their daily life, as these tasks are artificial?

A

A person would not carry out such activities in their daily life, as these tasks are artificial

49
Q

Evaluation of the interference theory:
Against:
Who (what year) states that the tasks given to participants are what?

A

Baddeley (1990) states that the tasks given to participants are too close to each other

50
Q

Evaluation of the interference theory:
Against:
Baddeley (1990) states that the tasks given to participants are too close to each other.
In real life, tasks given are not what?

A

In real life, tasks given are not as close to each other

51
Q

Evaluation of the interference theory:
Against:
Baddeley (1990) states that the tasks given to participants are too close to each other.
In real life, tasks given are not as close to each other.
Example

A

For example, it takes 2 years to:
1. Learn
2. Remember
all the course content for GCSE and A Level courses

52
Q

Evaluation of the interference theory:
Against:
The research does not investigate what?

A

The research does not investigate whether the information:
1. Has ‘disappeared’
Or,
2. Can be recovered later

53
Q

Evaluation of the interference theory:
Against:
The research does not investigate whether the information has ‘disappeared’ or can be recovered later.
This is a limitation, because there is no clear what as to what?

A 
This is a limitation, because there is no clear:
1. Findings
Or,
2. Evidence
as to why people forget
54
Q

Evaluation of the interference theory:
Against:
The research does not investigate whether the information has ‘disappeared’ or can be recovered later.
This is a limitation, because there is no clear findings or evidence as to why people forget, because McGeoch and McDonald’s investigation does not investigate what?

A

This is a limitation, because there is no clear findings or evidence as to why people forget, because McGeoch and McDonald’s investigation does not investigate whether the information:
1. Has ‘disappeared’
Or,
2. Can be recovered later

55
Q

McGeoch and McDonald (1931) studied retroactive interference by changing the amount of similarity between 2 sets of material.
The participants learnt a list of words to the point of 100% recall.
They then learned a new list.
McGeoch and McDonald gave 6 conditions -synonyms, antonymts, words unrelated to the originals, nonsense syllables, 3 digit numbers and no new list (these participants just retested), and so 6 groups who had to learn a different list.
McGeoch and McDonald found that when the participants recalled the original list of words, their performance depended on the nature of the 2nd test.
The synonyms list was the poorest and produced the worst recall.
The more similar what, the worse recall is?

A

The more similar the interference is to the words being remembered, the worse recall is

56
Q

Evaluation of the interference theory:
Against:
The research does not investigate whether the information has ‘disappeared’ or can be recovered later.
This is a limitation, because there is no clear findings or evidence as to why people forget, because McGeoch and McDonald’s investigation does not investigate whether the information has ‘disappeared’ or can be recovered later.
There is no evidence to prove what?

A

There is no evidence to prove the theory

57
Q

Evaluation of the interference theory:
Against:
The research does not investigate whether the information has ‘disappeared’ or can be recovered later.
This is a limitation, because there is no clear findings or evidence as to why people forget, because McGeoch and McDonald’s investigation does not investigate whether the information has ‘disappeared’ or can be recovered later.
There is no evidence to prove the theory.

As well as this, the interference theory does not provide an explanation for what?

A

As well as this, the interference theory does not provide an explanation for decay

58
Q

Evaluation of the interference theory:
Against:
The research does not investigate whether the information has ‘disappeared’ or can be recovered later.
This is a limitation, because there is no clear findings or evidence as to why people forget, because McGeoch and McDonald’s investigation does not investigate whether the information has ‘disappeared’ or can be recovered later.
There is no evidence to prove the theory.

As well as this, the interference theory does not provide an explanation for decay and so doesn’t support what?

A

As well as this, the interference theory does not provide an explanation for decay and so doesn’t support the multi-store model

59
Q

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

A

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

60
Q

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?

A

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

61
Q

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?

A

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

62
Q

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?

A

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

63
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated where than where, for a good reason?

A

There is a much greater chance that interference will be demonstrated in:
1. The laboratory
than
2. Real-life situations

64
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The what used in most studies are lists of words?

A

The stimulus materials used in most studies are lists of words

65
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more what than learning lists of what?

A

Learning lists of actual words is definitely more realistic than learning lists of consonant syllables

66
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as what)?

A

Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK)

67
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK), but this is still quite some distance away from what?

A

Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK), but this is still quite some distance away from things we:
1. Learn
2. Try to remember
in everyday life

68
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK), but this is still quite some distance away from things we learn and try to remember in everyday life.
Examples

A

For example:
1. People’s faces
2. Their birthdays
3. The ingredients of our favourite pizza
4. Details of psychological research studies
,ect

69
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK), but this is still quite some distance away from things we learn and try to remember in everyday life.
This is a limitation, because the use of artificial tasks makes interference what in the laboratory?

A

This is a limitation, because the use of artificial tasks makes interference much more likely in the laboratory

70
Q

Evaluation:
Against:
There is a much greater chance that interference will be demonstrated in the laboratory than real-life situations, for a good reason.
The stimulus materials used in most studies are lists of words.
Learning lists of actual words is definitely more realistic than learning lists of consonant syllables (such as TZK), but this is still quite some distance away from things we learn and try to remember in everyday life.
This is a limitation, because the use of artificial tasks makes interference much more likely in the laboratory.
Interference may not be as likely an explanation for forgetting where as it is where?

A

Interference may not be as likely an explanation for forgetting in everyday life as it is in the laboratory

71
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Who (what year) wanted to find out if interference was a better explanation for forgetting than what?

A

Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time

72
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to do what?

A

Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week

73
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been when?

A 
Because most of the players had missed games, for some the 'last team' they played might have been:
1. 2 weeks ago
2. 3 weeks ago
Or,
3. More
74
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been 2 weeks ago, 3 weeks ago or more.
The results very clearly showed that accurate recall did not depend on what?

A

The results very clearly showed that accurate recall did not depend on how long ago the matches took place

75
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been 2 weeks ago, 3 weeks ago or more.
The results very clearly showed that accurate recall did not depend on how long ago the matches took place.
Much more important was what?

A

Much more important was the number of games they played in the meantime

76
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been 2 weeks ago, 3 weeks ago or more.
The results very clearly showed that accurate recall did not depend on how long ago the matches took place.
Much more important was the number of games they played in the meantime.
So a player’s recall of a team from 3 weeks ago was better if they had done what since then?

A

So a player’s recall of a team from 3 weeks ago was better if they had played no matches since then

77
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been 2 weeks ago, 3 weeks ago or more.
The results very clearly showed that accurate recall did not depend on how long ago the matches took place.
Much more important was the number of games they played in the meantime.
So a player’s recall of a team from 3 weeks ago was better if they had played no matches since then.
This study shows that interference explanations can apply to at least what?

A

This study shows that interference explanations can apply to at least some everyday situations

78
Q

Evaluation of the interference theory:
For:
Some studies have considered interference effects in more everyday situations.
Baddeley and Hitch (1977) wanted to find out if interference was a better explanation for forgetting than the passage of time, so they asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
Because most of the players had missed games, for some the ‘last team’ they played might have been 2 weeks ago, 3 weeks ago or more.
The results very clearly showed that accurate recall did not depend on how long ago the matches took place.
Much more important was the number of games they played in the meantime.
So a player’s recall of a team from 3 weeks ago was better if they had played no matches since then.
This study shows that interference explanations can apply to at least some everyday situations.

The study by who also demonstrated what?

A

The study by Burke and Skrull also demonstrated interference in more everyday situations

79
Q

Who (what year) gave participants either what to learn or what that would cause interference?

A

Abel and Bauml (2013) gave participants either:
1. A single list of word pairs to learn
Or,
2. 2 lists that would cause interference

80
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of what was the same in what?

A

Abel and Bauml (2013) gave participants either:
1. A single list of word pairs to learn
Or,
2. 2 lists that would cause interference, as the first word of each word pair was the same in both lists

81
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on what?

A

Participants were tested on their memory of the lists

82
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on their memory of the lists after how long?

A

Participants were tested on their memory of the lists after 12 hours

83
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on their memory of the lists after 12 hours of either what?

A

Participants were tested on their memory of the lists after 12 hours of either:
1. Wakefulness
Or,
2. Sleep

84
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on their memory of the lists after 12 hours of either wakefulness or sleep and it was found that sleep did what?

A

Participants were tested on their memory of the lists after 12 hours of either wakefulness or sleep and it was found that sleep reduced both:
1. Proactive
2. Retroactive
interference

85
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on their memory of the lists after 12 hours of either wakefulness or sleep and it was found that sleep reduced both proactive and retroactive interference.
This suggests that sleep helps to do what?

A

This suggests that sleep helps to:
1. Strengthen
2. Stabilise
memory content

86
Q

Abel and Bauml (2013) gave participants either a single list of word pairs to learn or 2 lists that would cause interference, as the first word of each pair was the same in both lists.
Participants were tested on their memory of the lists after 12 hours of either wakefulness or sleep and it was found that sleep reduced both proactive and retroactive interference.
This suggests that sleep helps to strengthen and stabilise memory content, making it what?

A

This suggests that sleep helps to:
1. Strengthen
2. Stabilise
memory content, making it less vulnerable to interference at recall

87
Q

Evaluation of the interference theory:
Against:
There is more research support for what?

A

There is more research support for cue-dependent forgetting

88
Q

Evaluation of the interference theory:
Against:
There is more research support for cue-dependent forgetting and what exist, too?

A

There is more research support for cue-dependent forgetting and other explanations of forgetting exist, too

89
Q

Evaluation of the interference theory:
Against:
There is more research support for cue-dependent forgetting and other explanations of forgetting exist, too, meaning what?

A

There is more research support for cue-dependent forgetting and other explanations of forgetting exist, too, meaning that the interference theory (IT) cannot explain all examples of forgetting

90
Q

Evaluation of the interference theory:
Against:
Although some studies show interference to be a real effect, they do not clearly identify what?

A

Although some studies show interference to be a real effect, they do not clearly identify the cognitive processes at work

91
Q

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?

A

Types of cues that have been studied by psychologists include:

  1. Context
  2. State
  3. Organisation
92
Q

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?

A

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
93
Q

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?

A

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
94
Q

AO3/Discussion:

Who support retrieval failure?

A

Godden and Baddeley support retrieval failure

95
Q

AO3/Discussion:

What is more resistant to interference than other types of memory?

A

Semantic memory is more resistant to interference than other types of memory

96
Q

AO3/Discussion:

Retrieval failure has general implications for what?

A

Retrieval failure has general implications for:

  1. Revision
  2. Other situations

A Level AQA Psychology COPY (145 decks)

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