Explanations for forgetting: Interference

Question 1

What is interference?

Answer 1

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

Question 2

How does interference provide an explanation for forgetting in LTM?

Answer 2

• once info reaches LTM is is mainly permanent
• this means forgetting in LTM is most likely because we can’t access the info even though it is available
• interference between memories makes it harder to locate them

Question 3

What are the 2 types of interference?

Answer 3

proactive & retroactive interference

Question 4

What is proactive interference?

Answer 4

• occurs when older memory interferes with new one
• e.g. a teacher is struggling to learn names of current class since she has learned many names in the past

Question 5

What is retroactive interference?

Answer 5

• occurs when newer memory interferes with older one
• e.g. a teacher has learned so many new names she forgot the names of past students

Question 6

What did McGeoch & McDonald discover about interference in 1931?

Answer 6

interference is worse when memories (or learning) are similar

Question 7

What was the procedure of McGeoch & McDonald’s study?

Answer 7

• they studied RI by changing amount of similarity between 2 sets of materials
• pps learned a list of 10 words until they could remember all of them
• they then learned a new list
• there were 6 different groups of pps with different types of lists e.g. Group 1 had synonyms and recalled least no. of items whilst Group 6 had no new list and recalled the most no. of items

Question 8

Evaluation: Evidence from lab studies

Answer 8

• many lab experiments have been carried out into the explanation for forgetting e.g. McGeoch & McDonald
• most studies show that both types of interference are likely to be common ways we forget info in LTM
• this is a strength as lab experiments control effects of irrelevant influences which means interference is a valid explanation for forgetting

Question 9

Evaluation: Artificial materials

Answer 9

• interference is usually demonstrated in lab experiments rather than real-life situations
• stimulus materials used mostly are lists of words and pps have to learn the list
• learning a list of words is more realistic than consonant syllables
• however it is still quite far from what people usually try remember like people’s birthdays & faces
• this is a limitation since using artificial materials is more likely in a lab
• interference may not be as likely an explanation for forgetting in real life as it is the lab

Question 10

Evaluation: Real-life studies

Answer 10

• some research studies have considered interference effects in everyday situations
• Baddeley & Hitch experimented if interference was a better explanation for forgetting than the passage of time
• they asked rugby players to remember the team names they has played against
• those who has missed matches (maybe due to injury) remembered more accurately than those who had played every match
• this shows that interference explanations can apply to some everyday situations

Question 11

Evaluation: Time between learning

Answer 11

• majority of lab experiments are designed so possibility of interference is maximised
• an example of this is in time periods between learning lists of words & recalling them
• time periods are relatively short
• so a pps may have to learn a list of words & a second one 20 minutes later
• this is a weakness as it doesn’t represent real life situations since interference may not be maximum so using interference as an explanation may not be entirely accurate