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Interference Effects

Hannah W 12 questions

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Questions in this quiz (12)

  1. 1[blank_start]Interference[blank_end] effects occur when a person has difficulty retrieving information as a result of new or old information ‘getting in the way’.

    There are two types of interference:
    [blank_start]Proactive[blank_end] interference: previously learnt material stops us encoding and storing new material.
    [blank_start]Retroactive[blank_end] interference: newly acquired material stops our ability to retrieve previously learnt information.
    1. AInterference
    2. BProactive
    3. CRetroactive
  2. 2Previously learnt material inhibits a person from
    accurately retrieving new material.

    The prefix ‘pro’ means forwards and so [blank_start]proactive[blank_end]
    interference is where older information moves forward
    to interfere with the retrieval of new information.

    For example, if you are learning Spanish and have a test coming up but the year before you learnt Italian. When trying to remember the correct Spanish word, you instead recall an Italian one.
    1. Aproactive
  3. 3Newly learnt material inhibits a person from
    accurately retrieving previously learnt material.

    The prefix ‘retro’ means backwards and so
    [blank_start]retroactive[blank_end] interference is where new information
    moves backwards to interfere with the retrieval of old information.

    In the Spanish learning scenario, you would forget Italian words as a result of learning Spanish ones.
    1. Aretroactive
  4. 4The more [blank_start]similar[blank_end] two sets of material are, the more pronounced the interference is likely to be.

    In a well-known study by McGeoch and McDonald (1931) they had participants memorise two-syllable adjectives and then after a set time, memorise another list of information. After another break, the participants were tested to see how many words of the original list they could remember. When the two lists were similar, recall of the original list was [blank_start]less[blank_end] accurate and vice versa.
    1. Asimilar
    2. Bless
  5. 5[blank_start]Chunking[blank_end] is the grouping together of items that can be remembered.
    An item can be something simple, such as a digit, or more complex, such as a word. A chunk is a group of familiar stimuli stored as a single unit.

    The principle is that the chunk is stored in one location rather than many, freeing up space for new information.

    The best example is learning a phone number. 0467983521 is harder to remember than 0467 983 521. Breaking the number into chunks makes it more accessible to memorise.

    Chunking greatly increases the amount of information we can hold in STM.
    1. AChunking
  6. 6Rehearsal can be utilized using two separate methods:

    [blank_start]Maintenance[blank_end] Rehearsal: Keeping information in short-term memory or moving it to long term memory by simply repeating information over and over.

    [blank_start]Elaborative[blank_end] Rehearsal: A process by which we give meaning to information and link it to other information in our memories.
    1. AMaintenance
    2. BElaborative
  7. 7Repeating information consistently [blank_start]reduces[blank_end]
    the amount of interference that can occur.

    The repetition keeps the information in the [blank_start]STM[blank_end]
    for longer periods, enabling the information to remain as long as the rehearsal is being conducted consciously.

    Because no meaning is being added by the rehearsal it often [blank_start]doesn’t[blank_end] last beyond the repetition. However, if repeated long enough, transfer to [blank_start]LTM[blank_end] is possible.
    1. Areduces
    2. BSTM
    3. Cdoesn’t
    4. DLTM
  8. 8For information to be encoded into [blank_start]LTM[blank_end], it would ideally be transferred in [blank_start]STM[blank_end] in a meaningful form – that is, semantically encoded.

    To have the best chance of encoding information into LTM it is best to use a form of [blank_start]elaborative[blank_end] rehearsal. This is where a person will give [blank_start]meaning[blank_end] to information and link it to other information already stored in memory.

    The more connections a new piece information has, the more likely it is to be retrieved. A rope of many cords is not easily broken.
    1. ALTM
    2. BSTM
    3. Celaborative
    4. Dmeaning
  9. 9Mnemonics are strategies to help improve our ability both to encode material into memory and to retrieve it when needed.
    Types of Mnemonics:
    1. AVisualisation
    2. BVerbalisation
    3. CRhythm and rhyme
    4. DMethod of Loci
    5. ESQ4R
  10. 10The [blank_start]method[blank_end] of [blank_start]loci[blank_end] is a mnemonic that utilizes
    spatial memory to aid in quickly recalling
    information.

    The [blank_start]method[blank_end] of [blank_start]loci[blank_end], uses visualization of a series of places a person knows well- such as your house. The method works that as you logically move through the memory of the rooms in your house, you place an item in each room that you need to remember. Eg. A bicycle in the living room, a carton of eggs on the kitchen counter, a list of things to do on the fridge.
    1. Amethod
    2. Bloci
    3. Cmethod
    4. Dloci

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Description
Year 12 Psychology (Memory) Quiz on Interference Effects, created by Hannah W on 18/02/2025.
Author
Hannah W
Language
English
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