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While "not to remember" had a significant effect in reducing proactive interference, cued to "not to recall" previously encoded and stored information did not significantly reduce the effect. Therefore, these associated cues do not directly control the potential effect of proactive interference on short-term memory span. [clarification needed] [17]
Kevin Darby and Vladimir Sloutsky's study of interference effects on memory development has shown that associative interference can have significant implications on learning as a result of its effects on memory (ref). In their study, 2 experimental studies were outlined to test the ways in which interference impacts learning. [4]
The recency effect occurs when the short-term memory is used to remember the most recent items, and the primacy effect occurs when the long-term memory has encoded the earlier items. The recency effect can be eliminated if there is a period of interference between the input and the output of information extending longer than the holding time of ...
[40] thus affecting recall of older material. Interference of either form can produce memory errors, in which there is interference with the recall of material. In other words, previously used retrieval cues are no longer associated with prior memories, and thus memory confusion or even an inability to recall the memory can occur.
The effects of stress on memory include interference with a person's capacity to encode memory and the ability to retrieve information. [1] [2] Stimuli, like stress, improved memory when it was related to learning the subject. [3] During times of stress, the body reacts by secreting stress hormones into the bloodstream.
It has been found that interference related tasks decreased memory performance by up to 20%, with negative effects at all interference time points and large variability between participants concerning both the time point and the size of maximal interference. Furthermore, fast learners seem to be more affected by interference than slow learners ...
There is retroactive interference, when learning new information makes it harder to recall old information [121] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning ...
In psychology, context-dependent memory is the improved recall of specific episodes or information when the context present at encoding and retrieval are the same. In a simpler manner, "when events are represented in memory, contextual information is stored along with memory targets; the context can therefore cue memories containing that contextual information". [1]