Abstract
Martin’s (1968) encoding-variability hypothesis was tested. Subjects learned two paired-associate lists conforming either to an A-B, A-D or to an A-B, C-D paradigm. Prior to learning the second list, one half of the subjects in each condition were instructed to use imagery to learn the list, while the other half received neutral instructions. If the instructions induce the subjects to variably encode the stimuli (i.e., to switch from a verbal to an imaginal code), then the A-D paradigm in effect becomes a C-D paradigm, and associative interference should be reduced. Results of two experiments failed to confirm the predictions. In addition, imagery instructions did not lead to improved second-list learning, even in the C-D condition, suggesting that it may be difficult to produce changes in learning strategies.
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Tor, P.B., Freund, J.S. Encoding variability with imagery instructions in paired—associate transfer. Bull. Psychon. Soc. 13, 12–14 (1979). https://doi.org/10.3758/BF03334998
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DOI: https://doi.org/10.3758/BF03334998