📚 node [[transfer of learning from a modern multidisciplinary perspective]]
📓 garden/houshuang/content/Transfer-of-Learning-from-a-Modern-Multidisciplinary-Perspective.md by @houshuang
  • #public
  • published 2005
  • by Jose P. Mestre
  • reading log
    • April 15th, 2020 until Historical Theories
    • April 16th, 2020 Trying to do 20 minutes, arrived at Chapter 5, p xxi
  • Introduction
    • Transfer is a term that describes a situation where information learned at one point in time influences performance on information encountered at a later point in time.
    • Harald Høffding (1892)
      • learning event A
      • stored internal representation when learned a
      • internal representation of response to learned event b
      • observable response B
      • chain A-a-b-B
        • event A triggers a leads to B
      • what if you encounter A'? Will it still trigger a? How likely?
        • ​Isn't it also about how b can be applied in a different way to a slightly different problem? You wouldn't want an identical response? #q
      • Ideal
        • one learned event facilitates further learning
        • extend the range of events to which learned material can be applied
    • Types of transfer
      • Specific transfer, Near transfer and Literal Transfer are similar
      • [[Lateral Transfer and Vertical Transfer distinction]] made by Robert M. Gagné
        • Lateral Transfer
          • skill or knowledge influences more complex skill or knowledge later - precursor
          • instruction should be arranged to take advantage of hierarchical structure of knowledge to be learnt
            • part of movement of
            • task analysis
              • begin with [[terminal learning goals]]
              • move backwards until you encountered entering behaviours
                • skills students had acquired before entering school
            • mastery learning
        • Vertical Transfer
          • "generalization that spreads over a broad set of situations at roughly the same level of complexity"n
          • not well defined
      • [[Specific transfer and Nonspecific transfer distinction]]
        • Specific transfer
          • clear similarity between stimulus complex in situation A and B
        • Nonspecific transfer
          • no obvious relationship, but acquisition of one influences the acquisition of the other
            • for example learning to learn (monkey experiments)
            • poorly defined
      • [[Near transfer and Far transfer distinction]]
        • Introduced by Richard E. Mayer
          • level of similarity between conditions of original learning and in transfer learning (​how is this different from Specific transfer?)
        • James M. Royer
          • school-learned events and out-of-school events - applying something learnt at school in an out-of-school context is far transfer
        • very difficult to define
        • early thought: the far extreme of stimulus generalization gradient that will still activate a learned response
        • category of real-world problems that could be solved through use of a mathematical operation like multiplication
      • [[Literal Transfer and Figural Transfer distinction]] by James M. Royer
        • Literal Transfer
          • application of an intact bit of knowledge to a new learning event
            • example: calculating the area of a rectangle can be applied to determining size of a rug for a room
        • Figural Transfer
          • involving application of a segment of world knowledge as a tool for thinking about or learning about a new problem
            • Metaphors like "Encyclopaedias are gold mines"
          • definition by example, and not very clear
      • Actor-oriented transfer
  • First chapter by Daniel Schwartz, John Bransford and David Sears
    • classic views of transfer measures transfer in ways that make people look dumb
      • measure what is "transferred out" (whether people directly apply what they learned in one context to another), and not what is "transferred in"
      • follow "sequestered problem-solving" paradigm, participants tested isolated from "contaminating" influences of information (colleagues, text, electronic resources)
    • propose expanded definition of transfer: preparation for future learning (things you learnt help you learn new things more effectively) ​pro-pedeutic?
      • transfer is not as rare as previously assumed
    • two-dimensional space of innovation and efficiency
  • Second chapter by Christopher Wolfe, Valerie Reyna, Charles Brainerd
    • implications of fuzzy trace theory for transfer
      • dual-process [[theory of memory]]
        • explain surprising findings about relation between memory and cognitive processes
        • two independent memory systems
          • formed in parallel, but encoded and stored separately
          • gist
            • used to reason and problem solve
            • nebulous patterns
            • underlying meanings and patterns
            • more important for transfer
          • verbatim
            • used to answer questions about literal representations of knowledgesur
            • face details
  • Third chapter by David Hammer, Andrew Elby, Rachel Scherr and Edward Redish
    • transfer as a concept is not useful.
      • traditionally describes knowledge as unitary entity - learn in one context and apply in another
    • propose a manifold ontology
      • fine-grained resources that may or may not be activated by an individual in response to a context
      • learning is a cognitive state in which several resources in the student's memory are activated and applied to deal with context under consideration
        • not as acquisition or formation of a cognitive object
  • Fourth chapter by Andrea diSessa and Joseph Wagner
    • view of knowledge as a complex system containing many kinds of elements and structures
      • perspective of coordination classes
        • a model of concepts as complex systems, and the principal function of the concept/system is to allow people read specific kinds of information out of situations in the world
        • possessing a scientific concept and applying it flexibly means
          • ability to coordinate large numbers of knowledge elements in various ways that accommodate wide range of contexts over which concept is applicable
    • measure of transfer
      • ability to apply knowledge flexibly across varying contexts
    • Types of transfer
      • Expert-like transfer
        • ability to compile appropriate knowledge reliably for application in specific contexts (concept projections)
      • Novices concept projections are extremely sensitive to context, and often result in unsuccessful performance.
    • Necessary research
      • Investigations that assess not just performance, but type of knowledge used by novices in early work in domain they are learning.
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**lateral transfer** and **vertical transfer** distinction
**literal transfer** and **figural transfer** distinction
**near transfer** and **far transfer** distinction
**specific transfer** and **nonspecific transfer** distinction
terminal **learning goals**
theory of **memory**

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