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Summary 1.8C- Problem5- Learning for later life/Transfer
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Detailed and effective summary of Problem 5
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Problem 5Transfer
I. Definition:
Transfer: when learning something in one situation affects how you learn in another
situation. Must school learning use inert knowledge that people don’t use outside of school.
II. Types of transfer:
→Transfer can involve declarative ( semantic(facts) and episodic(personal experiences)) and
procedural knowledge (how to do something= motor skills…)
● Negative transfer: when learning in one situation inhibits learning in the other
(learning a second language)
● Positive transfer : when learning in one situation facilitates learning in another
(meaningful learning and elaboration happens)
● Vertical transfer: A learner acquires new knowledge or skills by building on more
basic information and procedures ( learning addition before multiplication)
● Lateral transfer: when knowledge of first topic is helpful but not essential in learning
the second (knowledge of spanish can help in english but not essential)
● Near transfer: Situations or problems that are similar in both superficial
characteristics and underlying relationships (two mathematical equations that use the
same topics and methods of measurement [cars and miles per hour])
● Far transfer: Two situations that are similar in one or more underlying relationships
but differ in their surface (mathematical equation that calculates the speed of a
cheetah in km/h and a mathematical equation that calculates speed of a car in miles
per hour)
→ Near transfer more common
● Specific transfer: Original learning task and transfer task overlap in some way
(knowing human anatomy helps learn dog anatomy). Near and far transfer are both
specific transfer.
● General transfer: The original task and transfer task are different in both content and
structure
→ Specific transfer more common
III. Theories of transfer:
, Historical Perspective
Formal discipline : Learning many subjects by exercising the mind. Focuses on general
transfer because it enhances performance even if the two subjects aren’t related
(mathematics, literature…) (general transfer)
→ Some research has shown that learning other subjects don’t affect learning abilities
while other studies have proved the opposite (puzzles, games..). Learning about one type
of puzzle didn’t impact other puzzles.
→ the impact of literacy depended on immersion in various activities not just learning
writing and reading
→ learning programming didn’t impact problem solving skills
→ self monitoring showed positive transfer
Early behaviorist theory
Tomdike’s Identical elements: Transfer occurs only when the tasks have identical
elements: same specific stimulus and responses associations. (general transfer)
Late behaviorist perspective
Similarity of stimuli and responses: extension of Tomdike
Ø When stimuli and responses are similar in two situations, maximal positive transfer
will occur
o Mathematical Example with cars
Ø When stimuli are different, and responses are similar, positive transfer will occur
o Mathematical Example with a cheetah as opposed to cars
Ø When stimuli are similar, and responses are different, negative transfer will occur
o Speaking German as opposed to Dutch?
Information processing perspective
Importance of retrieval: learning happens when people can retrieve information they’ve
previously learned when they need it. Because of the limited capacity of the working memory
we need to have retrieval cues to help us use our knowledge , otherwise most of it is lost
(When you make a connection between the thing in front of you and your prior knowledge,
both things have to be in the working memory).
Contextual perspective (cognitive theorists)
Situated learning: learning happens based on context. Transfer unlikely to happen in other
contexts. Possibility of transfer depends on the students' perspective. Not all learning is as
situated
Contemporary View of General Transfer
Learning how to learn (effective strategies)→general transfer is facilitated
Emotional reactions, motives and attitudes
- Transfer of emotional reactions e.g. fear of maths, can be transferred to physics as
they are similar
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