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Related Experiment Video

Updated: May 25, 2026

Memorization-Based Training and Testing Paradigm for Robust Vocal Identity Recognition in Expressive Speech Using Event-Related Potentials Analysis

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Searching for interference effects in learning new face-name associations.

Lori E James¹, Sarah K Tauber, Ethan A McMahan

¹Department of Psychology, University of Colorado, Colorado Springs, CO 80918, USA. ljames@uccs.edu

Memory (Hove, England)

|February 2, 2012

Summary

Interference does not explain difficulties in learning names, even in older adults. Experimental attempts to increase interference failed to impact name learning for any age group in this study.

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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

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Area of Science:

Cognitive Psychology
Neuroscience of Aging
Human Memory

Background:

Ageing is linked to increased susceptibility to interference and challenges in face-name association learning.
Understanding the mechanisms behind name-learning difficulties is crucial, particularly age-related declines.

Purpose of the Study:

To investigate the role of interference in face-name learning.
To determine if experimentally increasing interference impacts learning in young and older adults.

Main Methods:

Three experiments were conducted using a face-name learning paradigm.
Participants included young and older adults.
Manipulations included using confusable names/occupations, adding information, and encouraging guessing.

Main Results:

None of the experimental manipulations successfully increased interference for either age group.
Learning performance was not negatively impacted by the attempts to induce interference.

Conclusions:

Interference is unlikely to be the primary mechanism behind the difficulty of learning proper names.
Interference cannot explain the disproportionate decline in name-learning ability observed in older adults.