Response: Dempster and Corkill's “Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology”


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Abstract

Dempster and Corkill present a persuasive case for the utility of the concepts of interference and inhibition in their review, “Interference and Inhibition in Cognition and Behavior: Unifying Themes for Educational Psychology.” We were especially attracted to their drawing attention to the role of inhibition in learning and to the argument that closer links of educational psychology to neuroscience are needed. At a general level of analysis, we agreed that the concepts of interference and inhibition can provide a unifying framework for describing phenomena in several areas of inquiry, but these concepts seemed to us to be less useful for understanding structured, meaningful learning in instructional domains. Overall, we viewed Dempster and Corkill's review as a creative effort that usefully redirects our attention to neglected basic learning processes.

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