Encoding variability theory and the spacing effect in associate learning

Abstract

Encoding variability theory accounts for the spacing effect by assuming that, as the lag between repetitions increases, the memorial representations approach independence. A method for testing this assumption in determining repetition effects in associative learning is suggested. In the independence hypothesis, we simply assume that each presentation of a word pair is represented independently, so that the expected proportion recalled is simple, P=P1+P2 - PIP2. Two studies are reported using a continuous paired-associate task representing a factorial combination of lag and retention interval as well as single-presentation control conditions. The results indicate that for moderately long retention intervals, as the lag between repetitions increases, the observed proportion recalled is first less, then eventually exceeds, and then returns to the level expected by an independence hypothesis.