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Interference theory of Memory-Cognitive Psychology
- 3. PAGE 03 PAGE 02 •Interference is one theory to explain how and why forgetting occurs in long- term memory. •Interference is a memory marvel in which some memories interfere with the retrieval of other memories. •There is an immense number of encoded memories within the storage of LTM(Long Term Memory). •The challenge for memory retrieval is recalling the specific memory and working in the temporary workspace provided in STM(Short Term Memory). • Retaining information regarding the relevant time of encoding memories into LTM influences interference strength.
- 4. PAGE 05 PAGE 04 After changing your mobile phone number, you have a difficult time remembering the new number, so you keep accidentally giving people your old number. The memory of your old number interferes with your ability to recall your new number. •The verbal information would interfere only with verbal (words) memory. Similarly, it was thought that quantitative (numerical) information would interfere only with quantitative memory. There are two kinds of Interference Theory:
- 5. PAGE 07 PAGE 06 •Retroactive interference occurs when newly acquired knowledge impedes the recall of older material. It interferes with our ability to remember information we learned previously. •In simple, old memories are changed by new ones, sometimes so much that the original memory is forgotten. •This is when newly learned information interferes with and impedes the recall of previously learned information. An example of this would be learning a new way to make a paper airplane, and then being unable to remember the way you used to make them. •The ability to recall previously learned information is greatly reduced if that information is not utilized, and there is substantial new information being presented. •This often occurs when hearing recent news figures, then trying to remember earlier facts and figures.
- 6. PAGE 09 PAGE 08 •Proactive interference occurs when old memories hinder the ability to make new memories. •In this case, the interfering material occurs before, rather than after, learning of the to- be-remembered material. • Old information inhibits the ability to remember new information, such as when outdated scientific facts interfere with the ability to remember updated facts. •An example would be growing up being taught that Pluto is a planet in our solar system, then being told as an adult that Pluto is no longer considered a planet. • Having such a strong memory would negatively impact the recall of the new information, and when asked how many planets there are, someone who grew up thinking of Pluto as a planet might say nine instead of eight.
- 7. PAGE 11 PAGE 10 •The amount of proactive interference generally climbs with increases in the length of time between when the information is presented (and encoded) and when the information is retrieved. •Proactive interference generally has stronger effects in older adults than in younger people. Proactive interference seems to be associated with activation in the frontal cortex. In particular, it activates Brodmann area 45 in the left hemisphere.
- 8. PAGE 13 PAGE 12 In alcoholic patients, proactive interference is seen to a lesser degree than in non-alcoholic patients. The alcoholic patients have difficulty integrating past information with new information. Thus, alcoholic patients may have difficulty binding together unrelated items in a list. These findings of Alcoholic Patients suggest that Brodmann area 45 is likely involved in the binding of items into meaningful groups. When more information is gathered, an attempt to relate them to one another can occupy much of the available resources, leaving limited processing ability for new items.
- 9. PAGE 15 PAGE 14 All information does not equally contribute to proactive interference. For instance, if you are learning a list of numbers, your performance in learning the list will gradually decline as the list continues. If, the list switches to words, your performance will rebound. This enhancement in performance is known as release from proactive interference. Peterson investigated the duration of short-term memory by conducting a laboratory experiment with a sample of 24 psychology students. The students had to recall meaningless three-letter trigrams (for example, THG, XWV) at different intervals (3, 6, 9, 12, 15 or 18 seconds). To prevent rehearsal (practice) the students had to count backwards in threes or fours from a specific number, until they were asked to recall the letters.
- 10. PAGE 17 PAGE 16 Peterson found that the longer the interval the less accurate the recall. At 3 seconds, around 80% of the trigrams were correctly recalled, whereas at 18 seconds only 10% were correctly recalled. Peterson concluded that short- term memory has a limited duration of approximately 18 seconds. Schemas are mental frameworks that represent knowledge in a meaningful way The later work using the Brown- Peterson paradigm confirms the notion that prior knowledge has an enormous effect on memory, sometimes leading to interference or distortion. Another method often used for determining the causes of forgetting involves the serial- position curve.
- 11. PAGE 19 PAGE 18 The serial position curve can be defined as a “U-shaped relationship between a word’s position in a list and its probability of recall.” This occurs due to a phenomenon known as Serial Position Effect. The serial position effect consists of two phenomena viz. Primacy effect Recency effect. PAGE 19
- 12. PAGE 21 PAGE 20 Primacy effect refers to the better recall of items from the beginning of list (first three or four items) Recency effect refers to the better recall of items from the end of the list (last three or four items) than middle items of the list. PAGE 21
- 13. PAGE 22 PAGE 22 Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89–195). New York: Academic.Google Scholar Glanzer, M., & Cunitz, A. R. (1966). Two storage mechanisms in free recall. Journal of Verbal Learning and Verbal Behavior, 5, 351–360.Google Scholar https://courses.lumenlearning.co m/boundless- psychology/chapter/the-process-of- forgetting/ Wixted, J. (2004), "The psychology and neuroscience of forgetting." (PDF), Annual Review of Psychology, 55, pp. 235–269 McLeod, S. A. (2008). Simply Psychology; . Retrieved 19 February 2012, from Simply Psychology