Explanation 1 For Forgetting: Interference

Question 1

What is the interference theory?

Answer 1

• forgetting in LTM is most likely because we can’t gain access to information even though it is available
• interference between memories, probably stored at very different times, makes it harder to locate stored information

Question 2

What is proactive interference?

Answer 2

• occurs when an older memory interferes with a new one
• e.g. teacher has learned so many names over the years, they have difficulty remembering the names of her current class or recalling digits of old mobile number instead of current number

Question 3

What is retroactive interference?

Answer 3

• occurs when a newer memory interferes with an older one

- e.g. teachers learned so many new names this year, they will have difficulty recalling names of last year’s students

Question 4

What is interference?

Answer 4

Forgetting because one memory ‘blocks’ another, causing one or both memories to be distorted or forgotten

Question 5

Explain why interference is worst when the memories or learning is similar:

Answer 5

• in proactive interference, this could be because previously stored information may make it more difficult for to store new information
• in retroactive interference, it could be that new information ‘overwrites’ previous memories which are similar

Question 6

What was a key study conducted on the effects of similarity on interference?

Answer 6

McGeoch and McDonald

Question 7

What did McGeoch and McDonald do?

Answer 7

• lab study
• independent groups
• participants given a list of 10 words to learn off by heart, and were asked to learn the list of words until they could remember them with 100% accuracy
• following this, they were then given a new list of words to memorise, but the material provided was very similar to the original list
• six conditions where similarity of new list to the old group was varied:
  1- synonyms
  2- antonyms
  3- words unrelated to original list
  4- nonsense syllables
  5- three-digit numbers
  6- no new list- participants just retested (form of control group)

Question 8

What were the findings and conclusions of McGeoch and McDonald?

Answer 8

• performance depended upon nature of second list: most similar list (synonyms) produced worst recall but when participants given completely different material e.g. 3 digit numbers, the mean number of correct items recalled increased
• = positive correlation between dissimilarity and correct recall
• demonstrating that interference is worst when memories are similar
• so in group 1 it is likely that the words with the same meaning as the original list blocked access or that the new material became confused with the old material

Question 9

What are the evaluation points for interference as an explanation for forgetting?

Answer 9

✅ lab study support from McGeoch and McDonald
❌ use of artificial tasks = low external validity
❌ limitation of research = time allowed between learning
✅ real life studies support explanation (Baddeley and Hitch)

Question 10

Explain how there is lab study support from McGeoch and McDonald

Answer 10

• McGeoch and McDonald’s research into effect of similarity on forgetting = lab study= well controlled environment
• identified EVs can be controlled so effect of EVs minimised such as…= McGeoch and McDonald can be confident in drawing casual conclusion about effect of IV on DV, in this case… = high internal validity= research methodologies provide sound evidence that demonstrates role of interference in forgetting, strengthening its explanation

Question 11

Explain use of artificial tasks = low external validity

Answer 11

• stimulus material utilised in lab studies on memory and forgetting often are word lists as easiest to create and control
• although this is more realistic than learning lists of consonant syllables it is still quite some distance from things we remember in our everyday lives such as facial recognition and navigation such as directions
• = limitation as use of artificial tasks makes inference much more likely in lab so it may not be as likely an explanation for forgetting in real life situations = lacks ecological validity

Question 12

Explain how real life studies support explanation (Baddeley and Hitch)

Answer 12

• Baddeley and Hitch asked rugby players to try to remember the names of the teams they had played so far in the season, week by week
• results very clearly showed that accurate recall did not depend on how long ago the match took place, but more importantly, the number of games that had been played in meantime = shows effect of interference
• these real life accounts contrast criticism that effect of interference only showed through use of artificial tasks in unrealistic settings

Question 13

limitation of research = time allowed between learning

Answer 13

• for practical reasons, the time periods between learning lists of words and recalling them are relatively short
• for example, a participant may have to learn one list of words, then another only 20 minutes after that
• the problem with this is that the research reduces the whole experience of learning into a very short time period and so is unlikely to reflect how learning process occurs in real life and thus how we remember and recall LTMs