Explanations of forgetting: Interference

Question 1

Define interference

Answer 1

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

Question 2

More info- interference

Answer 2

• The difficulty in recalling info from the LTM when other memories get in the way.
• One memory disturbs the ability to recall another.
• This is likely because we cannot access the other memory, even though it still exists.
• Interference between the memories makes it harder for us to locate them.
• Interference is more likely if the two memories are similar.

Question 3

What are the 2 types of interference?

Answer 3

• Proactive interference.
• Retroactive interference.

Question 4

Proactive interference.

Answer 4

• Forgetting occurs when older memories, already stored, disrupt the recall of newer memories. The degree of forgetting is greater when the memories are similar.

Question 5

Retroactive interference

Answer 5

• Forgetting occurs when the newer memories disrupt the recall of older memories already stored. The degree of forgetting again is greater when the memories are similar.

Question 6

Real life studies

Answer 6

Baddeley & Hitch
Aim= wanted to find out if interference was a better explanation for forgetting than time.
- They asked rugby players to try to remember the names of the teams they had played so far in that season, week by week.
- 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 players 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 giving it high ecological validity.

Question 7

Research: Keppel & Underwood

Answer 7

Procedure= They asked ppts to recall consonant trigrams after varying intervals, during which they counted backwards in 3s to prevent rehearsal.
Findings= they found that ppts typically remembered the trigrams that were presented first, irrespective of interval length.
Conclusions= The results suggest proactive interference occurred, as memory for the earlier consonants, which transferred to LTM, was interfering with the memory for new consonants due to the similarity of the info presented.

Question 8

Evaluation of research: Keppel & Underwood

Answer 8

The task is artificial=
- This may mean that it is not realistic and doesn’t relate to everyday situations.
- This means that it may not be a true explanation of the effects of interference during everyday situations.
- As a result we cannot generalise the findings to real life scenarios.
- This decreases the ecological validity.

Question 9

Evaluation of research: Baddeley & Hitch

Answer 9

The information that the ppts are being asked to recall is relevant to everyday life.
- This means the research shows the effects it has on real life scenarios.
- As a result we can say that this study has high mundane realism.

Question 10

Evaluation: Artificial materials

Answer 10

More of a chance that inference will be demonstrated in a lab than in real-life situations.
- The stimulus materials used in most studies are a list of words.
- This is quite different from the things we learn in everyday life.
- This is a limitation because the use of artificial tasks makes interference much more likely in the lab.
- Therefore the results may be exaggerated.
- This decreases the internal validity of the research.

Question 11

Evaluation: Evidence from lab experiments

Answer 11

Many lab experiments have been carried out and can support this explanation.
- This is a strength because they control the effects of irrelevant influences, and give us confidence that the conclusions we are drawing about forgetting are valid and have scientific credibility.
- It also shows how reliable the results are, as we can be sure that there is no external influences manipulating the variables.