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\author{Taalithaa (Taalithaa)}
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  /Title (psychology-interference-theory-ao1.pdf)
  /Creator (Cheatography)
  /Author (Taalithaa (Taalithaa))
  /Subject (Psychology - Interference theory - AO1 Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Psychology - Interference theory - AO1 Cheat Sheet}}}} \\
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   \vspace{-2pt}Not Yet Published.\\
   Updated 3rd October, 2023.\\
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\begin{document}
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\begin{multicols*}{2}

\begin{tabularx}{8.4cm}{X}
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\mymulticolumn{1}{x{8.4cm}}{\bf\textcolor{white}{Interference theory}}  \tn
% Row 0
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\mymulticolumn{1}{x{8.4cm}}{interference theory is made of proactive and retroactive interference. Interference is when two pieces of information conflict with each other resulting in forgetting or distortion of memories.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{\bf\textcolor{white}{Retroactive interference}}  \tn
% Row 0
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\mymulticolumn{1}{x{8.4cm}}{Retroactive interference - when a new memory interferes with an old one. Eg. A teacher has too many new students that their names are conflicting with the old students names from last year.} \tn 
% Row Count 4 (+ 4)
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\mymulticolumn{1}{x{8.4cm}}{\bf\textcolor{white}{Retroactive interference research}}  \tn
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\mymulticolumn{1}{x{8.4cm}}{POSTMAN} \tn 
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\mymulticolumn{1}{x{8.4cm}}{Aim- to investigate how retroactive interference affects long term memory} \tn 
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\mymulticolumn{1}{x{8.4cm}}{procedure - participants were split into two groups. \{\{nl\}\} both groups had to remember a list of paired words \{\{nl\}\} - Eg. Cat - Tree, jelly - moss, book - tractor. \{\{nl\}\} the experimental group also has P.D. to learn another list of words where the second word on each pair is different. Eg. Cat - glass, jelly - time, book - revolver. \{\{nl\}\} The control group were not given teh sound list \{\{nl\}\} All participants were asked to recall the words on the first list.} \tn 
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% Row 3
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\mymulticolumn{1}{x{8.4cm}}{Findings - the recall of the control group was more accurate than that of the experimental group.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{Conclusion - the suggests that the learning items on the second list interfered with the pts Ability to recall the list. This is retroactive interference.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{\bf\textcolor{white}{Proactive interference}}  \tn
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\mymulticolumn{1}{x{8.4cm}}{Proactive interference - when an old memory interferes with a new one. Eg. A teacher who had so many students last year that their names are conflicting with the new students names.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{\bf\textcolor{white}{Proactive interference research}}  \tn
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\mymulticolumn{1}{x{8.4cm}}{Aim - to examine the effect of proactive interference on long term memory.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{procedure - conducted a meta-analysis} \tn 
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\mymulticolumn{1}{x{8.4cm}}{Findings - he found that most studies showed that when pts had to learn a series of  word lists they do not learn the lists of words encountered later on in the sequence as well as the lists of words encountered earlier on. Also if pts learned 10 or more lists the 24 hours later they remembered about 20\% of what they learnt but if they learnt one list they remembered about 70\%.} \tn 
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\mymulticolumn{1}{x{8.4cm}}{Conclusion - proactive interference has taken place as each word list makes it harder to learn subsequent lists.} \tn 
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% That's all folks
\end{multicols*}

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