been in the previous week, whereas for another play it may have been a month ago. Taking advantage of this fact made it possible to determine whether forgetting depended on time elapsed or on the number of intervening games. The result of the study was clear, time was not important whereas the number of intervening games was critical suggesting that forgetting was due to interference rather than decay.
             Another study into the effects of interfering material on recall was carried out over 60 years ago by McGeoch and McDonald (1931; as cited in Baddeley, 1999) in which subjects were asked to learn and relearn lists of adjectives. They varied the amount activity the participants had between the original learning and recall. They found that forgetting was least when participants had rested during the interval and somewhat more when they learned unrelated material. Forgetting was considerably greater when participants
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