Theories Contrasted: Rudy's Variability in the Associative Process (V.A.P.) and Martin's Encoding Variability Page: 21
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CHAPTER II
METHOD
Subjects
There were 128 North Texas State University students,
male and female, who volunteered participation in exchange
for extra credit points in their undergraduate psychology
courses. They were assigned to experimental conditions on
the basis of a randomized block running roster of conditions
and their order of appearance in the laboratory.
Design
The A-B, A-Br experimental group learned a first list
(A-B) to a criterion of one perfect trial. Following this,
they were given a retention test for the list they had just
learned. Then, according to their order of appearance,
they were assigned to one of four second-list (A-Br) condi-
tions. Table I portrays the possibilities.
The first condition required subjects to learn a
second list in which the leftmost stimulus element (A )
from the first list (A-B) was now paired with a different
first-list (A-B) response. The second condition required
subjects to learn a second list in which the middle stim-
ulus element (A2) from the first list (A-B) was now paired
with a different first-list (A-B) response. In the third
condition, the rightmost element (A3) was now paired with
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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/m1/26/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .