| dc.description.abstract | The purpose of this study was to prove that (a) interference does occur in meaningful material; (b) the methos of presentation does have an influence on the occurrence of interference. Many experiments investigating the effect of retroactive interference on meaningless material have been done. In this study meaningful material was used and it was taught through the verbal and demonstration methods. The reason for this was to ascertain whether or not the method of presentation has an influence on the occurrence of interference. For the purpose of this experiment it was necessary to study the diffirent theories on forgetting as well as the intergference theory. There are, however, a large number of factors which may have an influence on the occurrence of interference. These factors were analysed and, where applicable, taken into account in this experiment. To prove the hypotheses two control groups (30 pupils) and four experimental groups (90 pupils) were formed. The meaningful original as well as the interpolated learning material were presented to both the control and experimantal groups through the verbal and demonstration methods. A test on the original learning material was set ten days after the presentation of the interpolated learning material. The results of those tests showed that: (i) it could not be proved that interference does occur in meaningful material and (ii) when meaningful learning material is learned, as in this study, through diffirent methods of presentation and the method as such is not a very important factor. Interference is greatly minimized by positive transfer of knowledge and facts as well as greater interpolated learning material. | en_US |
