The interfering effect of distracting stimuli on the infant's memory.

Infants 3 1/2 months of age were assessed for the possible role of the dissimilarity of the distracting stimulus to the originally learned standard in a modified familiarization-distraction-test paradigm. When data for all subjects were analyzed, there was no evidence that the distraction had any interfering effect at all on the memory for the original standard. However, specialized analyses suggested that interference varied with the likelihood that subjects actually encoded the distracting stimuli might govern the probability or extent that an infant encodes the distracting stimulus rather than affecting the interference process directly.