Interruptions create prospective memory tasks

When the theory of prospective memory is brought to bear on the ubiquitous experience of failing to resume interrupted tasks, the cognitive reasons for these failures may be understood and addressed. We examine three features of interruptions that may account for these failures: (1) Interruptions often abruptly divert attention, which may prevent adequate encoding of an intention to resume and forming an implementation plan, (2) New task demands after an interruption's end reduce opportunity to interpret resumption cues, (3) The transition after an interruption to new ongoing task demands is not distinctive because it is defined conceptually, rather than by a single perceptual cue. Hypotheses based on these three features receive support from two experiments that respectively manipulate encoding and retrieval conditions. The data support our contention that interrupted tasks are a special case of prospective memory, and allow us to suggest practical ways of reducing vulnerability to resumption failure.