Discuss interference as an explanation for forgetting [16 marks]
AO1
Interference theory:
This is when we forget things because one memory has disrupted or interrupted with another memory.
It has been proposed mainly as an explanation for forgetting in long-term memory.
Types of interference:
Proactive- occurs when an older memory interferes with a newer one.
For example, your teacher has learned so many names in the past that she has difficulty remembering
the name of her current class.
Retroactive- happens when a newer memory interferes with an older one.
For example, your teacher has learned so many names this year that she has difficulty remembering the
names of the students last year.
Research on effects of similarity:
McGeoch and McDonald (1931)
-discovered that in both PI and RI the interference is worse when the memories are similar
-studied retroactive interference by changing the amount of similarity between 2 sets of materials
-participants had to learn a list of 20 words until they could remember them with 100% accuracy
-6 groups of participants had to learn different types of new lists
-findings and conclusion- when participants were asked to recall the original list of words, the most
similar material produced the worst recall. This shows that interference is strongest when the memories
are similar.
AO3
Research support:
Point: Support for the interference theory comes from Baddeley and Hitch (1977) who compared
interference to trace decay as an explanation for forgetting in a real-life, non-artificial study.
Evidence/Example: For example, Baddeley and Hitch asked rugby players to recall the names of teams
recently played. For various reasons including injuries and suspensions most players they interviewed
had missed some games, so for one player the last game might have been last week, while for another it
was two months ago. Baddeley and Hitch found that recall for the last game was equally good whether
that game was played some time ago or last week. This shows that incorrect recall was not due to decay
(the passage of time) but was related to the number of intervening games.
Elaboration: This is a strength because it demonstrates that forgetting is more likely due to information
in the LTM becoming confused, supporting the interference theory.
Researchers: Postman and Underwood (1960)
Aim: A research study to investigate if new learning interferes with previous learning.
Procedure: Participants were divided into two groups. Group A was asked to learn a list of word pairs i.e.
cat-tree, they were then asked to learn a second list of word pairs where the second paired word was
different i.e. cat – glass. Group B was asked to learn the first list of word pairs only. Both groups were
asked to recall the first list of word pairs.
Findings: Group B's recall of the first list was more accurate than the recall of group A.
AO1
Interference theory:
This is when we forget things because one memory has disrupted or interrupted with another memory.
It has been proposed mainly as an explanation for forgetting in long-term memory.
Types of interference:
Proactive- occurs when an older memory interferes with a newer one.
For example, your teacher has learned so many names in the past that she has difficulty remembering
the name of her current class.
Retroactive- happens when a newer memory interferes with an older one.
For example, your teacher has learned so many names this year that she has difficulty remembering the
names of the students last year.
Research on effects of similarity:
McGeoch and McDonald (1931)
-discovered that in both PI and RI the interference is worse when the memories are similar
-studied retroactive interference by changing the amount of similarity between 2 sets of materials
-participants had to learn a list of 20 words until they could remember them with 100% accuracy
-6 groups of participants had to learn different types of new lists
-findings and conclusion- when participants were asked to recall the original list of words, the most
similar material produced the worst recall. This shows that interference is strongest when the memories
are similar.
AO3
Research support:
Point: Support for the interference theory comes from Baddeley and Hitch (1977) who compared
interference to trace decay as an explanation for forgetting in a real-life, non-artificial study.
Evidence/Example: For example, Baddeley and Hitch asked rugby players to recall the names of teams
recently played. For various reasons including injuries and suspensions most players they interviewed
had missed some games, so for one player the last game might have been last week, while for another it
was two months ago. Baddeley and Hitch found that recall for the last game was equally good whether
that game was played some time ago or last week. This shows that incorrect recall was not due to decay
(the passage of time) but was related to the number of intervening games.
Elaboration: This is a strength because it demonstrates that forgetting is more likely due to information
in the LTM becoming confused, supporting the interference theory.
Researchers: Postman and Underwood (1960)
Aim: A research study to investigate if new learning interferes with previous learning.
Procedure: Participants were divided into two groups. Group A was asked to learn a list of word pairs i.e.
cat-tree, they were then asked to learn a second list of word pairs where the second paired word was
different i.e. cat – glass. Group B was asked to learn the first list of word pairs only. Both groups were
asked to recall the first list of word pairs.
Findings: Group B's recall of the first list was more accurate than the recall of group A.
