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Explanations for Forgetting - Interference Theory £4.99
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Explanations for Forgetting - Interference Theory

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High quality and well-structured notes on the Interference Theory of forgetting for AQA A-level psychology. Detailed notes on the different types of interference as well as a study on the effects of similarity and 4 key evaluation paragraphs. Perfect to use for a 8 or 16 mark essay plan.

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  • January 2, 2024
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  • 2022/2023
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Psychology – Explanations for forgetting: Interference
Interference Theory:
Interference – forgetting because one memory blocks another, causing one or more
memories to be distorted or forgotten.
 Some forgetting occurs because two pieces of information disrupt each other,
resulting in forgetting one or both.
 Interference has been proposed mainly as an explanation for forgetting long-term
memory because we can’t get access to them, even though they are available.
Types of Interference:
 Proactive interference – when older memories interfere with newer ones. E.g. a
teacher has learnt so many names in the past, she struggles to remember her
current students.
 Retroactive interference – when a newer memory interferes with an older one.
E.g. a teacher has learnt so many names this year, she struggles to remember any
from last year.
Research into the effects of similarity:
 McGeoch and McDonald studied retroactive interference by changing the
amount of similarity between two sets of material.
 Participants had to learn a list of 10 words, until they were 100% accurate.
 They then learned a new list.
 There were six groups of participants who had to learn different types of new
lists:
Group 1 – synonyms – words with the same meanings as the originals.
Group 2 – antonyms – words with opposite meanings to the originals.
Group 3 – words unrelated to the original ones.
Group 4 – consonant syllables
Group 5 – three-digit number.
Group 6 – no new list – these participants rested (control group).
Findings and conclusions - John McGeoch and William McDonald found the most similar
material (synonyms) produced the worst recall and therefore interference is strongest
when memories are similar.
Evaluation:
Strength – Real-world situations – Researchers (Baddeley and Hitch) asked rugby
players to recall the names of teams they had played against during a rugby season. The

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