Rethinking interference theory: Executive control and the mechanisms of forgetting

Interference provides an account of one of the most basic problems in the science of memory: forgetting. Historically, theories of this process were shaped by models of associative learning prevalent when interference research began. In this article, I argue that we should reconsider the long-standing conceptualization of interference as a learning phenomenon and reframe interference as arising from systems that achieve mental and behavioral control. Specifically, it is argued that forgetting is not a passive side effect of storing new memories, but results from inhibitory control mechanisms recruited to override prepotent responses. In support of this idea, I discuss two control situations in which response override is necessary—selection and stopping—and show how these situations have direct parallels in retrieval. I then review evidence that in both of these situations, the need to override prepotent, distracting memories is supported by inhibitory mechanisms that ultimately cause forgetting. The theoretical properties of these inhibitory effects are outlined, along with critical factors known to modulate or mask inhibition. The relation between this executive control theory of forgetting and classical accounts of interference is discussed.