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Problem 6 - Transfer Summary 1.8 Human Learning (FSWP1-080-A)
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Complete summary of the literature for Problem 6 - Transfer from course 1.8 Human Learning
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Problem 6 – TransferDef.: When something you learn affects how you learn or perform in another situation
• As generalization in conditioning – same response to a similar stimulus
• Schools often yield inert knowledge – never used outside the classroom
Types of transfer
Declarative knowledge → declarative: STAR = Situation, Task, Action, Reflection
Procedural → procedural: ballet and gymnastics
Declarative → procedural: reading about running, better running performance
Procedural → declarative: hard to run, I find out I cannot eat before running
• Positive: learning in one sit. facilitates learning or performance in another
o Practice in reading helps with spelling
o Studying brain anatomy → understanding fMRI scans
o Serves as conceptual framework to which new material is attached to fill in holes
• Negative: learning in one situation hinders a person’s ability to learn or perform in second
situation
o Driving automatic car vs standard
o Studying psychology and having a conversation without analyzing someone/smth.
• Vertical: topics build on one another, learner must master one topic before moving to the
next
o Addition before multiplication
• Lateral: one topic affects learning of the other even though it is not a prerequisite of the
other → helps but not essential
o Learning English and Spanish/German
• Specific: original learning task and transfer task overlap in some way – a student learning
English learns German more easily than Japanese
o Near: similar in both superficial characteristics and underlying relationships
▪ Bike and a scooter
▪ Calculating the mean of skills cluster and knowledge cluster
▪ Examples form homework mixed on the exam but similar
o Far: 2 situations that are similar in one or more underlying relationships but different
in their surface features
▪ Chess and strategical skills
▪ Applying the concept of a concentration gradient into social situations
• General: original task and transfer task are different in both content and structure
o Habits learned in learning Latin facilitate learning of sociology
o Whether it occurs at all is subject of debate
Near transfer is more common than far transfer.
Specific transfer is more common than general transfer.
, Theories of transfer
Historical perspective: Formal discipline
• You exercise your mind to learn more quickly and deal with new situations more effectively
o E.g. memorizing poems
• Emphasizes the likelihood of general transfer – learning in one situation improves learning in
another situation regardless of how different they are
• Mind-as-a-muscle → discarded
o Learning poems did not improve, just became slower
o Computer programming – no impact on logical thinking in other areas unrelated to
computer use
• General transfer in the extreme sense does not occur, however some general mental
exercises might have long-ranging transfer effects
o Elderly nuns that kept being mentally active → postmortem studies found many
more axons and dendrites than typically found in 90-year-olds
• Some mental excercises have broad benefits
o Enhancing attention and central executive skills from computer game
o Simple computer memory games → enhanced memory in dissimilar situations
• Findings are still inconclusive
Early Behaviorist Theory: Thorndike’s Identical Elements
• Transfer occurs only to the extent that the original transfer tasks have identical elements –
the 2 tasks involve some of the same specific stimulus-response associations
• Value of specific topics is not due to benefits of a mental exercise, rather the special
information, habits, interests , attitudes and ideals which they produce
Later Behaviorist Perspective: Similarity of Stimuli and Responses
• Subsequent to Thorndike’s work, behaviorists focused on how transfer is affected by
stimulus and response characteristics in both original and transfer situations
• Stimulus-response view of transfer:
o Stimulus & response = similar → maximal positive transfer occurs
▪ Lamp-shoe & lamp-sock
▪ Boat-fork & boat-spoon
o Stimuli = different, responses = similar → some positive transfer occurs
▪ Lamp-shoe & rain-shoe
▪ Boat-fork & bear-fork
o Stimuli = similar, responses = different → negative transfer
▪ Lamp-shoe & lamp-goat
▪ Boat-fork& boat-shop
• Likelihood of transfer increases when similarities exist between things already learned and
demands of new situation
Information Processing Perspective: Importance of Retrieval
• Transfer occurs only when learners retrieve things they have previously learned at a time
when those things might be useful
• A new event is more likely to call to minds previously learned information when the aspects
of the event and the needed information are closely associated in long-term memory
o Learners previously anticipated the transfer situation when storing it
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