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EXPLANATIONS FOR FORGETTING: INTERFERENCE

Annabell Louise Hutchings 10 questions

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  1. 1INTERFERENCE THEORY - AT LEAST SOME FORGETTING TAKES PLACE BECAUSE OF INTERFERNECE. THIS OCCURS WHEN TWO PIECES OF IN[blank_start]FORMATIO[blank_end]N CONFLICT WITH EACH OTHER, RESULTING IN FORGETTING OF ONE OR BOTH, OR IN SOME DISTORITON OF M[blank_start]EMORY[blank_end].
    INTERFERENCE HAS BEEN PROPOSED MAINLY AS AN EXPLANATION FOR FORGETTING IN L[blank_start]ONG[blank_end]-TERM MEMORY. ONCE INFORMATION HAS REACHED LTM IT IS MORE-OR-LESS P[blank_start]ERMANENT[blank_end]. THEREFORE, ANY FORGETTING OF LTMs IS MOST LIKELY BECAUSE WE CAN'T GET ACCESS TO THEM EVEN THOUGH THEY ARE 'AVAILABLE'. INTERFERENCE BETWEEN ME[blank_start]MORI[blank_end]ES MAKES IT HARDER FOR US TO LOCATE THEM, AND THIS IS EXPERIENCED AS 'F[blank_start]ORGETTING[blank_end]'.
    1. AFORMATIO
    2. BEMORY
    3. CONG
    4. DERMANENT
    5. EMORI
    6. FORGETTING
  2. 2TYPES OF INTERFERENCE - IT IS VERY LIKELY THAT TWO (OR MORE) MEMORIES THAT ARE INTERFERING WITH EACH OTHER WERE STORED AT DIFFERENT TIMES. SO PSYCHOLOGISTS RECOGNISE THAT THERE ARE TWO TYPES OF I[blank_start]NTERFERENC[blank_end]E:
    1. PRO[blank_start]ACTIVE[blank_end] INTERFERENCE - OCCURS WHEN AN [blank_start]OLD[blank_end]ER MEMORY INTERFERES WITH A [blank_start]NEW[blank_end]ER ONE
    2. [blank_start]RETRO[blank_end]ACTIVE INTERFERENCE - HAPPENS WHEN A [blank_start]NEW[blank_end]ER MEMORY INTERFERES WITH AN [blank_start]OLD[blank_end]ER ONE.
    1. ANTERFERENC
    2. BACTIVE
    3. CRETRO
    4. DOLD
    5. ENEW
    6. FNEW
    7. GOLD
  3. 3EFFECTS OF SIMILARITY - IN BOTH CASES, THE I[blank_start]NTERFERENCE[blank_end] IS WORSE WHEN THE MEMORIES ARE S[blank_start]IMILAR[blank_end], DISCOVERED BY JOHN MCGEOCH AND WILLIAM MCDONALD.
    1. ANTERFERENCE
    2. BIMILAR
  4. 4EFFECTS OF SIMILARITY - MCGEOCH AND MCDONALD:

    PROCEDURE - STUDIED RETROACTIVE INTERFERENCE BY CHANGING THE AMOUNT OF S[blank_start]IMILARITY[blank_end] BETWEEN TWO SETS OF MATERIALS. PARTICIPANTS HAD TO LEARN A LIST OF 10 WORDS UNTIL THEY COULD REMEMBER THEM WITH 100% ACCURACY. THEY THEN LEARNED A N[blank_start]EW[blank_end] LIST. THERE WERE SIX GROUPS OF PARTICIPANTS WHO HAD TO LEARN DIFFERENT TYPES OF LISTS:
    GROUP 1: SYNONYMS - WORDS WITH THE SAME M[blank_start]EANING[blank_end]
    GROUP 2: ANTONYMS - WORDS WITH THE O[blank_start]PPOSITE[blank_end] MEANINGS TO THE ORIGINAL
    GROUP 3: WORDS UNRELATED TO THE O[blank_start]RIGINAL[blank_end] ONES
    GROUP 4: N[blank_start]ONSENSE[blank_end] SYLLABLES
    GROUP 5: THREE-DIGIT N[blank_start]UMBERS[blank_end]
    GROUP 6: NO NEW LIST - THESE P[blank_start]ARTICIPANTS[blank_end] JUST RESTED
    1. AIMILARITY
    2. BEW
    3. CEANING
    4. DPPOSITE
    5. ERIGINAL
    6. FONSENSE
    7. GUMBERS
    8. HARTICIPANTS
  5. 5EFFECTS OF SIMILARITY - MCGEOCH AND MCDONALD:

    FINDINGS - WHEN THE PARTICIPANTS THEN RECALLED THE O[blank_start]RIGINAL[blank_end] LIST OF WORDS, THEIR PERFORMANCE DEPENDED ON THE NATURE OF THE S[blank_start]ECOND[blank_end] LIST. THE MOST SIMILAR MATERIAL (SY[blank_start]NONYMS[blank_end]) PRODUCED THE WORST RECALL. THIS SHOWS THAT INTERFERENCE IS STRONGEST WHEN THE MEMORIES ARE S[blank_start]IMILA[blank_end]R.
    1. ARIGINAL
    2. BECOND
    3. CNONYMS
    4. DIMILA
  6. 6EVALUATION - EVIDENCE FROM LAB STUDIES:

    INTERFERENCE IN M[blank_start]EMORY[blank_end] IS PROBABLY ONE OF THE MOST CONSISTENTLY DEMONSTRATED FINDINGS IN THE WHOLE OF PSYCHOLOGY. LITERALLY THOUSANDS OF L[blank_start]AB[blank_end] EXPERIMENTS HAVE BEEN CARRIED OUT INTO THIS EXPLANATION FOR F[blank_start]ORGETTING[blank_end], SUCH AS MCGEOCH AND MCDONALD'S RESEARCH. MOST OF THESE STUDIES SHOW THAT BOTH TYPES OF INTERFERENCE ARE VERY LIKELY TO BE COMMON WAYS WE FORGET I[blank_start]NFORMATIO[blank_end]N FROM LTM.
    THIS IS A STRENGTH BECAUSE LAB EXPERIMENTS CONTROL THE EFFECTS OF IRRELEVANT INFLUENCES AND THUS GIVE US CONFIDENCE THAT I[blank_start]NTERFERENC[blank_end]E IS A VALID EXPLANATION FOR AT LEAST SOME F[blank_start]ORGETTING[blank_end]
    1. AEMORY
    2. BAB
    3. CORGETTING
    4. DNFORMATIO
    5. ENTERFERENC
    6. FORGETTING
  7. 7EVALUATION - ARTIFICIAL MATERIALS:

    THERE IS A MUCH GREATER C[blank_start]HANCE[blank_end] THAT INTERFERENCE WILL BE DEMONSTRATED IN THE L[blank_start]AB[blank_end] THAN IN REAL-LIFE SITUATIONS, FOR ONE GOOD REASON. THE STIMULUS MATERIALS USED IN MOST S[blank_start]TUDIES[blank_end] ARE LISTS OF WORDS. THE TASK FACING THE PARTICIPANTS IS TO LEARN THESE L[blank_start]IST[blank_end]S. LEARNING LISTS OF ACTUAL WORDS IS DEFINITELY MORE REALSITI THAN LEARNING LISTS OF CONSONANT S[blank_start]YLLABLES[blank_end]. BUT THIS IS STILL QUITE SOME DISTANCE FROM THE THINGS WE LEARN AND TRY TO REMEMBER IN EVERYDAY LIFE - PEOPLE'S FACES, THEIR BIRTHDAYS, THE INGREDIENTS FOR OUR FAVOURITE PIZZA, DETAILS OF PSYCHOLOGICAL RESEARCH STUDIES, THAT KIND OF THING.
    THIS IS A L[blank_start]IMITATIO[blank_end]N BECAUSE THE USE OF ARTIFICIAL TASKS MAKES I[blank_start]NTERFERENCE[blank_end] MUCH MORE LIKELY IN THE LAB. INTERFERENCE MAY NOT BE AS LIKELY AN E[blank_start]XPLANATION[blank_end] FOR FORGETTING IN EVERYDAY LIFE AS IT IS INT HE L[blank_start]AB[blank_end].
    1. AHANCE
    2. BAB
    3. CTUDIES
    4. DIST
    5. EYLLABLES
    6. FIMITATIO
    7. GNTERFERENCE
    8. HXPLANATION
    9. IAB
  8. 8EVALUATION - REAL-LIFE STUDIES:

    SOME RESEARCH STUDIES HAVE CONSIDERED IN[blank_start]TERFERENCE[blank_end] EFFECTS IN MORE EVERYDAY SITUATIONS. ALAN BADDELY AND GRAHAM HITCH WANTED TO FIND OUT IF INTERFERENCE WAS A BETTER E[blank_start]XPLANATION[blank_end] FOR FORGETTING THAN THE PASSAGE OF TIME. SO THEY ASKED RUGBY PLAYERS TO TRY TO REMEMBER THE NAMES OF THE TEAMS THEY PLAYED SO FAR IN THAT SEASON, W[blank_start]EEK[blank_end] BY WEEK. BECAUSE MOST OF THE PLAYERS HAD MISSED GAMES, FOR SOME OF THE 'LAST TEAM' THEY PLAYED MIGHT HAVE BEEN TWO WEEKS AGO, OR THREE WEEKS AGO, OR MORE. THE RESULTS VERY CLEARLY SHOWED THAT A[blank_start]CCURATE[blank_end] RECALL DID NOT DEPEND ON HOW LONG AGO THE MATCHES TOOK PLACE. MUCH MORE INMPORTANT WAS THE NUMBER OF G[blank_start]AMES[blank_end] THEY PLAYED IN THE MEANTIME. SO A PLAYER'S RECALL OF A TEAM FROM THREE WEEKS AGO WAS BETTER IF THEY HAD PLAYED NO M[blank_start]ATCHES[blank_end] SINCE THEN.
    THIS STUDY SHOWS THAT INTERFERENCE EXPLANATIONS CAN APPLY TO AT LEAST SOME EVERYDAY S[blank_start]ITUATION[blank_end]S. THE STUDY BY BURKE AND SKRULL ALSO DEMONSTRATED I[blank_start]NTERFERENCE[blank_end] IN MORE EVERYDAY SITUATIONS
    1. ATERFERENCE
    2. BXPLANATION
    3. CEEK
    4. DCCURATE
    5. EAMES
    6. FATCHES
    7. GITUATION
    8. HNTERFERENCE
  9. 9EVALUATION - TIME BETWEEN LEARNING:

    THERE IS NO DOUBT THAT THE MAJORITY OF L[blank_start]AB[blank_end] EXPERIMENTS ARE DESIGNED SO THAT THE POSSIBILITY OF I[blank_start]NTERFERENCE[blank_end] IS MAXIMISED. ONE EXAMPLE OF HOW THIS OCCURS IS IN THE TIME PERIODS BETWEEN LEARNING LISTS OF W[blank_start]ORDS[blank_end] AND RECALLING THEM. FOR GOOD PRACTICAL REASONS, THESE TIME PERIODS ARE RELATIVELY S[blank_start]HORT[blank_end], AND MAY IN SOME CASES BE VERY SHORT INDEED. SO A PARTICIPANT MAY HAVE TO LEARN ONE LIST OF WORDS, AND THEN LEARN A S[blank_start]ECON[blank_end]D ONE 20 MINUTES LATER, AND THEN RECALL ONE OF THEM A FEW MI[blank_start]NUTES[blank_end] AFTER THAT. THE WHOLE EXPERIENCE OF L[blank_start]EARNING[blank_end] SOMETHING AND RECALLING IT COULD BE OVER WITHIN AN HOUR
    1. AAB
    2. BNTERFERENCE
    3. CORDS
    4. DHORT
    5. EECON
    6. FNUTES
    7. GEARNING
  10. 10EVALUATION - INTERFERENCE EFFECTS MAY BE OVERCOMING USING CUES:

    ENDEL TULVING AND JOSEPH PSOTKA GAVE PARTICIPANTS FIVE LISTS OF 24 WORDS, EACH LIST ORGANISED INTO 6 C[blank_start]ATEGORIES[blank_end]. FOR EXAMPLE, WORDS SUCH AS: HUT, COTTAGE, TENT, HOTEL, CLIFF, RIVER, HILL, VOLCANO, CAPTAIN, CORPORAL, SERGEANT, COLONEL, ANT, WASP, BEETLE, MOSQUITO, ZINC, COPPER, ALUMINIUM, BRONZE, DRILL, SAW, CHISEL.
    THE CATEGORIES WERE NOT EXPLICIT BUT IT WAS PRESUMED THAT THEY WOULD BE O[blank_start]BVIOUS[blank_end] TO PARTICIPANTS. RECALL WAS ABOUT 70% FOR THE FIRST WORD LIST BUT THIS FELL AS P[blank_start]ARTICIPANTS[blank_end] WERE GIVEN EACH ADDITIONAL LIST TO LEARN, PRESUMABLY DUE TO I[blank_start]NTERFERENCE[blank_end]. HOWEVER, AT THE END THEY WERE GIVEN EACH ADDITIONAL LIST TO LEARN, PRESUMABLY DUE TO I[blank_start]NTERFERENCE[blank_end]. HOWEVER, AT THE END THEY WERE GIVEN A CUED RECALL TEST - THEY WERE TOLD THE NAMES OF THE CATEGORIES AS A C[blank_start]LUE[blank_end]. RECALL ROSE AGAIN TO ABOUR 70%.
    1. AATEGORIES
    2. BBVIOUS
    3. CARTICIPANTS
    4. DNTERFERENCE
    5. ENTERFERENCE
    6. FLUE

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A level Psychology Quiz on EXPLANATIONS FOR FORGETTING: INTERFERENCE, created by Annabell Louise Hutchings on 30/11/2016.
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