Theories Contrasted: Rudy's Variability in the Associative Process (V.A.P.) and Martin's Encoding Variability Page: 13
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13
aural presentation of first-list stimuli; second-list
responses were asked for in response to second-list stimuli.
The results relevant to this discussion showed that the
A-B, A-Br paradigm yielded negative transfer relative to the
A-B, C-B paradigm only when the stimuli were of high meaning-
fulness. Low-meaningfulness stimuli showed the A-B, A-Br
paradigm to functionally approximate the A-B, C-B control
paradigm. Martin's encoding variability theory could very
easily explain this pattern. The high-meaningfulness stim-
uli (CVCs) would not be easily analyzed. The tendency would
be to encode the nominal stimulus as a single, meaningful
whole. The negative transfer involved in learning the
second list (A-Br) would be as high as the A-B, A-Br para-
digm commonly suggests. The low-meaningfulness stimuli
(CCCs) would not as easily be encoded as a single, meaning-
ful whole. On the contrary, most commonly the subject
would encode the nominal stimulus by its first (leftmost)
consonant for association with the response (Postman &
Greenbloom, 1967). Upon encountering the second-list
learning task, the subject would have the chance to encode
the CCC in a different way. The first-list encoding was
not sufficiently encompassing to exclude a second analysis
and encoding of the nominal stimulus. Therefore, the low-
meaningfulness stimuli would allow a nominal A-B, A-Br para-
digm to parallel an A-B, C-B paradigm, which is what the
Martin and Carey (1971) results show.
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Fuhr, Susan R. Theories Contrasted: Rudy's Variability in the Associative Process (V.A.P.) and Martin's Encoding Variability, thesis, December 1976; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc503837/m1/18/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .