Page 91 - DMGT518_TRAINING_AND_DEVELOPMENT_SYSTEM

Training and Development System

Notes Interference

The basis of the interference theory is that people forget something because a certain experience
has overshadowed it, or that the learning of similar things has intervened. This theory might
explain how the range of experiences after graduation from school causes a person to forget or
to lose knowledge. In other words, new events displace many things that had been learned.
From experiments, at least two conclusions about interference may be drawn. First, similar
material seems to interfere with memory more than dissimilar material; and second, material
not well learned suffers most from interference.
Repression

Freudian psychology advances the view that some forgetting is repression due to the submersion
of ideas into the subconscious mind. Material that is unpleasant or produces anxiety may be
treated this way by the individual, but not intentionally. It is subconscious and protective. The
repression theory does not appear to account for much forgetfulness of the kind discussed, but
it does tend to explain some cases.
6.2.1 Retention of Learning

Each of the theories implies that when a person forgets something, it is not actually lost. Rather,
it is simply unavailable for recall. The instructor’s problem is how to make certain that the
student’s learning is readily available for recall. The following suggestions can help.
Teach thoroughly and with meaning. Material thoroughly learned is highly resistant to
forgetting. This is suggested by experimental studies and it also was pointed out in the sections
on skill learning. Meaningful learning builds patterns of relationship in the student’s
consciousness. In contrast, rote learning is superficial and is not easily retained.

Did u know? Meaningful learning goes deep because it involves principles and concepts
anchored in the student’s own experiences.
The following discussion emphasizes five principles which are generally accepted as having a
direct application to remembering.
 Praise stimulates learning: Responses that give a pleasurable return tend to be repeated.
Absence of praise or recognition tends to discourage, and any form of negativism in the
acceptance of a response tends to make its recall less likely.
 Recall is promoted by association: As discussed earlier, each bit of information or action
that is associated with something to be learnt tends to facilitate its later recall by the
student. Unique or disassociated facts tend to be forgotten unless they are of special
interest or application.
 Favourable attitudes aid retention: People learn and remember only what they wish to
know. Without motivation there is little chance for recall. The most effective motivation
is based on positive or rewarding objectives.
 Learning with all our senses is most effective: Although we generally receive what we
learn through the eyes and ears, other senses also contribute to most perceptions. When
several senses respond together, a fuller understanding and greater chance of recall is
achieved.

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