Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill

Interference and inhibition processes as discussed by Dempster and Corkill (1999) are useful on two levels: first, metaphorically in terms of general themes for educational psychology, and, second, in terms of psychological m echanisms for understanding learning. At the same time, there are a number of issues that must be addressed in future theory and research before inter ference and inhibition processes can be accorded a primary explanatory role in models of learning, including the operation and sequencing of interfere nce and inhibition processes in relation to other cognitive, motivational, and self-regulation processes; the definition and construction of the relev ant-irrelevant information dimension; the role of interference and inhibiti on in the active selection of goals, strategies, and behavior; the stabilit y and trait-like nature of interference and inhibition; the range of genera lity and applicability of interference and inhibition in relation to all ot her aspects of learning and behavior; and the utility and power of interfer ence and inhibition as explanatory constructs.