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Making, storing, and retrieving memories is a very important part of our existence and it seems to be a lot like a computer. Nowadays people are learning something new each day by both voluntary and involuntary ways and not always this information is necessary to be learned at all. Occasionally the system fails and some information disappears from our mind. Sometimes this automatic memory clearance is a good thing and helps to get rid of useless knowledge, but often it appears to be a problem when we are not able to recall needed data. This brings us to the topic of interference and whole formation of memories. First things first, there is an obvious need in defining the meaning of interference. In psychology it is described as competition between newer and older information in the memory system. According to Dudai (2004), memory storage ranges by ages, but still it is possible for some information to get “lost” throughout the process. This often happens due to the interference, during which information that is older or was long not used might get replaced with something new, recent, and, possibly, more necessary at that moment. It is important to mention that interference exists in two directions (Underwood, 1957). First is proactive interference, which is seen as reduced memory for wanted information as a result of previously learned data. Second is retroactive interference, in which one remembers newer information instead of the one that was learned before. Needless to say, both types of interference are equally disadvantageous. Each of us experiences interference almost on a daily basis. Of course, we have a set of specific information that we know for sure like, for example, our schedule and rooms where we have classes. Until a new semester comes and we have to learn the new schedule, courses, and, of course, new auditoriums and teachers. But if all of a sudden someone asks us what subject we were having with a particular teacher, we might have some issues with retrieving this information from our memory. This had happened to me quite a few times, especially because it often appears that one teacher lectures different disciplines depending on a year of studies.Not only we are able to make judgements on interference and its influence on memory from our own experiences but also understanding of this process was greatly gained from studies. One of the best examples was demonstrated in an experiment done by Tulving and Psotka (1971), where they were analyzing performance based on the results from a list-learning assignment. Needless to say, the bigger was the amount of lists the participants had to learn the harder this task was becoming for them, since each time it was more difficult to remember words from the first list. Taking in consideration the above mentioned, I would like to say that interference is an important tool of our mind, which helps us in disposure of some unnecessary things in our brain. Yet, it is essential to be studied more precise in order to find out whether there is a way to somehow control this process.

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