A lot of research support. Includes lab, field + natural experiments as well as anecdotal evidence - relevance to everyday memory experiences.
Real world app - Abernethy's research suggest ought to revise in room you'll be taking exams in. May be unrealistic, but can use imaginative to achieve this. Smith (1979) - just thinking of room where did original learning (mental reinstatement) as effective as being in same room at time of retrieval.
Tulving + Psotka (1971) - apparent interference effects due to absence of cues. Participants 6 diff word lists to learn, 24 words on each, 6 diff categories. After each list presented, asked to write down as many words as could remember (free recall), or given category names + then asked to recall (cued recall). Some only learned 1 list, others more. According to interference theory, more lists learned, worse performance - what Tulving + Psotka found - evidence of retroactive interference. When given cued recall, effects of interference disappeared - rememberd about 70% regardless of how many lists. Shows info available, but can't be retrieved - shows how retrieval failure more important than interference.
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