Response: Dempster and Corkill's "interference and inhibition in cognitionand behavior: Unifying themes for educational psychology"

Dempster and Corkill present a persuasive case for the utility of the conce pts of interference and inhibition in their review, "Interference and Inhib ition in Cognition and Behavior: Unifying Themes for Educational Psychology ." We were especially attracted to their drawing attention to the role of i nhibition in learning and to the argument that closer links of educational psychology to neuroscience are needed. At a general level of analysis, we a greed that the concepts of interference and inhibition can provide a unifyi ng framework for describing phenomena in several areas of inquiry, but thes e concepts seemed to us to be less useful for understanding structured, mea ningful 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.