memory: explanations for forgetting -> interference

Question 1

What is interference?

Answer 1

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

Question 2

Which type of memory has interference been proposed as an explanation for forgetting in?

Answer 2

Interference has been proposed mainly as an explanation for forgetting in long-term memory as we can’t get access to memories even if they are available

Question 3

What are the two types of interference?

Answer 3

• proactive interference
• retroactive interference

Question 4

What is proactive interference?

Answer 4

Forgetting that occurs when an older memory interferes with a newer one

Question 5

What is retroactive interference?

Answer 5

Forgetting that occurs when a newer memory interferes with an older one

Question 6

Which two factors make interference more likely?

Answer 6

• Similarity:interference is more likely to occur when the memories have some similarity due to response competition
• Time sensitivity: Interference is less likely to occur when there is a larger gap between the instances of learning

Question 7

Who did research into the effects of similarity on interference?

Answer 7

McGeoch and McDonald (1931)

Question 8

Outline the procedure of the effects of similarity on interference:

Answer 8

• McGeoch and McDonald studied retroactive interference by changing the amount of similarity between 2 sets of materials
• Pps had to learn a list of 10 words until they remembered them with 100% accuracy
• They then learned a new list
• The six groups learnt different types of lists

Question 9

What were the findings of the research into the effects of similarity on interference?

Answer 9

The most similar material produced the worst recall meaning that interference is strongest when memories are similar

Question 10

Evaluation: Evidence from lab studies -> strength

Answer 10

• evidence from lab experiments that demonstrate interference in forgetting
• Most studies show PI and RI are common ways information forgotten from LTM
• For example, McDonald et. al’s (1931) study showed interference is strongest when memories are similar
• Postman’s investigation into how retroactive interference negatively affects learning
• strength because lab experiments control effects of extraneous variables and give confidence through internal validity that interference is valid excuse for at least some forgetting

Question 11

What is a counterpoint to lab studies being a strength?

Answer 11

• Artificial laboratory experiments may lack mundane realism
• Use artificial tasks so external validity may be low
• Interference may not occur to the same extent in more real-life settings and scenarios, so lowering our confidence in interference as an explanation for forgetting

Question 12

Evaluation: Interference may be overcome using cues -> limitation

Answer 12

• Interference effects may be overcome using cues
• E.g. Tulving and Psotka (1971) gave pps five lists of 24 words, organised into categories (e.g. metals, fruits, animals etc)
• recall averaged about 70% for the first list, but fell as additional task learnt, presumably due to interference
• when given queued recall test and told names of categories, recall rose again to about 80%
• shows interference causes temporary loss of accessibility to material still in LTM, a finding not predicted by interference theory

Question 13

Evaluation: Real-life studies -> strength

Answer 13

• Real-life studies demonstrated that interference causes forgetting
• e.g. Baddeley asked rugby players to remember names of teams they played so far in season week by week
• Players who played the most games had poorest recall and most interference for memory
• accurate detail did not depend on how long ago match took place but number of games played in the meantime
• strength as it explains some forgetting in real life and so has ecological validity, increasing the validity of the theory