TY - CHAP
T1 - Looking for Transfer and Interference
AU - Pennington, Nancy
AU - Rehder, Bob
N1 - Funding Information:
Robert Nicolich, Jrene Rahm, and Adrienne Lee collaborated on parts of the research reported in this chapter. We wish to thank Ashley McCutcheon, Choon Won Byun, Alexander Stefannacci, Christine Bohan, and Dianne West for their help in testing participants in the clock arithmetic experiment; Sabrina Jauregui for assistance with the LISP learning experiments, Peter Foltz, Paula Messamer, Michele Lee, Michelle Owens, and Connie Riley for their help on the diagnosis project. Funding for parts of the research was provided by the U.S. West Advanced Technologies Corporation.
PY - 1995/1/1
Y1 - 1995/1/1
N2 - This chapter describes transfer as the use of knowledge or skill acquired in one situation in the performance of a new, novel task, a task sufficiently novel that it involves additional learning as well as the use of old knowledge. The importance of transfer in the study of learning cannot be overestimated. The system of education is based on the idea that knowledge and skills acquired in the classroom will be useful throughout life in the pursuit of meaningful work and in other intellectual activities: The value of classroom education, of industrial and military training, and of one's own programs of learning depend critically on the extent to which their designs are consistent with the truths about transfer. The chapter suggests three principles, which in combination with modern cognitive theory that helps researchers to look for transfer in more of the right places. The principles highlighted are old principles and are all related to careful analysis and understanding of the learner's task. In spite of their age, it is believed that they deserve more emphasis. It presents examples of three research projects that illustrate the utility of each of the principles in looking for transfer. The chapter concludes that the arguments about transfer have persisted because of the partial truth of both sides.
AB - This chapter describes transfer as the use of knowledge or skill acquired in one situation in the performance of a new, novel task, a task sufficiently novel that it involves additional learning as well as the use of old knowledge. The importance of transfer in the study of learning cannot be overestimated. The system of education is based on the idea that knowledge and skills acquired in the classroom will be useful throughout life in the pursuit of meaningful work and in other intellectual activities: The value of classroom education, of industrial and military training, and of one's own programs of learning depend critically on the extent to which their designs are consistent with the truths about transfer. The chapter suggests three principles, which in combination with modern cognitive theory that helps researchers to look for transfer in more of the right places. The principles highlighted are old principles and are all related to careful analysis and understanding of the learner's task. In spite of their age, it is believed that they deserve more emphasis. It presents examples of three research projects that illustrate the utility of each of the principles in looking for transfer. The chapter concludes that the arguments about transfer have persisted because of the partial truth of both sides.
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U2 - 10.1016/S0079-7421(08)60376-X
DO - 10.1016/S0079-7421(08)60376-X
M3 - Chapter
AN - SCOPUS:4043145223
T3 - Psychology of Learning and Motivation - Advances in Research and Theory
SP - 223
EP - 289
BT - Psychology of Learning and Motivation - Advances in Research and Theory
ER -