Lesson 7 - Forgetting through Interference

Question 1

Define Interference…

Answer 1

When one memory blocks another memory, causing one or both memories to be distorted or completely forgotten.

Question 2

What are the two types of Interference

Answer 2

1. Proactive Interference - when an OLD memory interferes with a NEW memory being stored.
2. Retroactive Interference - when a NEW memory being learned then interferes with an OLD stored memory.

Question 3

What was the aim of McGeoch and McDonlads 1931 study

Answer 3

To investigate whether the type of ‘new’ memory effects the recall of the ‘old’ memory (retroactive interference).

Question 4

Method and findings of McGeoch and McDonald’s study…

Answer 4

• Participants learned a list of words until they had 100% accuracy, they then had to learn one of the following new strings of words.
• These strings included synonyms, antonyms, unrelated words, nonsense syllables, 3 digits or no new lists.
• Findings were that it was harder to recall words that sound similar to words that are completely different.

Question 5

Strengths of forgetting through interference…

Answer 5

1. Role in adverts - Burke and Skrull looked at remembering advertisements. They found that there was evidence for interference (pro and retroactive) especially when the adverts were similar (same product, same brand). Good APPLICATION for marketing and advertising companies.
2. Real life evidence - Baddeley and Hitch wanted see if this works for real life so tested rugby players about their previous games. A players memory of who they played 3 weeks ago was better if they had not played since. Increased VALIDITY of interference as an important factor in forgetting.

Question 6

Weaknesses of forgetting through interference…

Answer 6

1. Artificial materials - research into interference of this kind uses artificial stimuli in the environment (lists of words) so interference is more likely to occur in the lab. Lacks EXTERNAL VALIDITY as in real life you are not going to have to remember lists of words, not accurate representation of how we use memory.
2. Over-coming interference - you can overcome interference with use of cues (Tulving and Psotka). Gave 5 lists of 24 words, all words were categorised and each time they learned a new list it was more challenging to remember them accurately. If cued on the word category, accuracy = 70%. VALIDITY - shows there is only a temporary loss of accessibility info that is still in the LTM, which is not stated by interference theory.