Theories Contrasted: Rudy's Variability in the Associative Process (V.A.P.) and Martin's Encoding Variability Page: 23
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23
The first condition required subjects to learn a
second list in which a novel single element (C1) was paired
with the first-list B response. The second and third con-
ditions also learned single-element (C2 and C3, respectively)
novel stimuli paired with the first-list B responses. The
fourth condition required subjects to learn a novel three-
element stimulus (C123) paired with the first-list B
responses. Table II shows the control group conditions.
TABLE II
THE A-B, C-B GROUP'S FOUR CONDITIONS
Retention
Condition List 1 Test List 2
1 A123-B A23-B C -B
2 A123-B A123-B C2 -B
3 A123-B A123-B C3 -B
4 A -B A123-B C123-B
List and Apparatus
The first list (A-B) for all conditions of the experi-
ment had eight paired associates. A group of three common,
unrelated four-letter nouns made up each stimulus. Each
response was also a four-letter noun. Thus, one of the
pairs was: MAID - DIAL - FORT - CUBE. The four nouns were
arranged horizontally on memory drum tape with a noticeable
gap separating the stimulus group and response.
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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/m1/28/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .