Theories Contrasted: Rudy's Variability in the Associative Process (V.A.P.) and Martin's Encoding Variability Page: 1
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CHAPTER I
INTRODUCTION
The process of committing something to memory, as pro-
posed by the verbal learning theories of Martin (1971) and
Rudy (1974), can be conceptualized from the perspective of
a two-stage framework. The first stage entails encoding--
the second stage, association.
In the case of paired associate learning tasks, it is
important to understand a frequently occurring duality. To
the extent a learner can analyze a stimulus into components,
the response will be associated with less than the entirety
of the presented stimulus. If a highly meaningful stimulus,
"DOG," were presented, the response would probably be asso-
ciated with "DOG." But if a nonsense CVC (consonant-vowel-
consonant) stimulus, "XOL," were presented, the literature
shows that in most cases the response is associated to only
a fragment ("X," "0," or "L") of the presented stimulus
(Underwood, 1963; Cohen & Musgrave, 1964).
The disparity between nominal and functional stimuli
arises not just because the learner looks for simplified
modes of learning (Underwood, 1963). Both Martin (1971) and
Rudy (1974) consider a nominal stimulus to be comprised of
various aspects, some of which are more salient than others.1
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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/m1/6/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .