Transfer of Learning: Cognition and Instruction
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Table of contents
- Contentsv
- Forewordxi
- Introductionxiii
- Part I: What Transfer of Learning Is1
- Chapter 1. The State of Education and the Double Transfer of Learning Paradox3
- A World at Risk: National Reports4
- Corporate Business Training and Transfer9
- The Double Transfer of Learning Paradox: Importance9
- The Double Transfer of Learning Paradox: Failure12
- Conclusion17
- Notes17
- Chapter 2. Transfer of Learning: What It Is and Why It’s Important23
- The Basics of What Transfer of Learning Is24
- Evolution of Transfer from Rats to Chimps to Humans27
- A General Scheme for Understanding the Levels and Kinds of Transfer29
- Importance of Transfer of Learning32
- Tricks of the Trade: Now You See It, Now You Don’t35
- Conclusion37
- Notes37
- Chapter 3. To Teach or Not to Teach for Transfer: That Is the Question41
- Instructional Prospectus for the 21st Century44
- Implications for Instruction and a Prescriptive Remedy47
- From Research to Useful Theory49
- Conclusion54
- Notes54
- Chapter 4. Transfer and Everyday Reasoning: Personal Development, Cultural Diversity, and Decision M57
- Reasoning about Everyday Events58
- Reasoning with Single Instances59
- Legal Reasoning and Transfer62
- Personal Development, Human Diversity, and the Problem of Other People’s Minds63
- Social Policy Decision Making and Transfer Thinking69
- Notes72
- Chapter 5. A Brief History of Transfer and Transfer as History75
- Texts on Transfer of Learning77
- General History77
- Seven Models of Transfer79
- General Models of Mind84
- Neo-Identical Elements Model Revisited85
- The Formal Discipline Model Revisited87
- Conclusion89
- Notes89
- Part II: What Makes Transfer of Learning Work93
- Chapter 6. Knowledge Base and Transfer: On the Usefulness of Useless Knowledge95
- Kinds of Knowledge and What They Do101
- The Usefulness of Useless Knowledge102
- Irrelevant Knowledge: The Counterintuitive Nature of Instructing for Transfer105
- Expertise and Knowledge107
- Conclusion109
- Notes110
- Chapter 7. The Spirit of Transfer and Personality: Motivation, Meaning, and Emotion115
- The Spirit of Transfer116
- Personality, Meaning, and Encoding for Transfer119
- Feeling and Transfer: What’s Feeling Got to Do with It?122
- Transfer and the Ancient Notion of the Good ManŽ126
- On Transfer and Wisdom130
- Conclusion131
- Notes132
- Chapter 8. Cultures and Contexts of Transfer: Social Origins and Support Systems135
- The Social Bases of Transfer136
- Context and Transfer138
- Cultures of Transfer138
- Campus Culture and Transfer146
- Conclusion149
- Notes149
- Chapter 9. When Theory Fails: The Importance of a Learner’s Theoretical Knowledge for Transfer153
- When Theory Fails: Children and Theoretical Knowledge156
- Theory, Transfer, and the Learning of Science158
- Yet Another (Apparent) Paradox and Mystery of Transfer160
- Ptolemaic Theory: PopŽ Theory, Transfer, and the Cult of Experience163
- Marketplace Instruction: Cyclical Poets166
- Notes167
- Chapter 10. The Two Faces of Practice: Transfer and That Old-Time Lesson Drill171
- What Do We Mean by Practice?173
- Good Practice versus Bad Practice: What They Do176
- Ptolemaic Practice and Practica180
- Transfer Implications for Professional Practica and Supervision184
- Conclusion186
- Notes186
- Chapter 11. The Similarity-Based Brain: Evolutionary and Neurological Bases of Transfer189
- Evolutionary Origins of Transfer190
- Brain Lateralization and Transfer191
- Neurological Networks, Transfer, and Evolution194
- Neural Modules197
- The Similarity-Based Transfer Brain199
- Invariance-Based Brain Circuits and Transfer200
- Conclusion202
- Notes202
- Chapter 12. The Harmonic Structure of Mind: Higher Level Everyday Transfer Thinking205
- Octaves and Harmonics in Mind208
- Mollusk Shells and the Harmonics of Transfer Thinking210
- Mathematical Structure and Transfer213
- Transfer Ability215
- Notes217
- Coda: Deep-Context Teaching for Transfer219
- Deep-Context Subject Matter220
- Pop Culture as Deep Context222
- Individual Expectations as Deep Context223
- Deep Context as Default Position224
- Applying Deep-Context Teaching225
- Conclusion227
- Notes227
- Index229
Educators and educational psychologists recognize transfer of learning as perhaps the most significant issue in all fields of instruction. Transfer of learning cuts across all educational domains, curricula, and methods. Despite its importance, research and experience clearly show that significant transfer of learning in either the classroom or in everyday life seldom occurs. Simply put, transfer of learning is illustrated by the phrases "It reminds me of..." or "It's like..." or "It's the same as...". This book addresses the fundamental problem of how past or current learning is applied and adapted to similar and/or new situations. Based on a review of the applied educational and cognitive research, as well as on the author's teaching experience with transfer of learning, this book presents a new framework for understanding and achieving transfer of learning.
Current education and educational psychology textbooks either lack or lament the lack of research and guidance to educators on promoting transfer of learning. Thus this book is a necessary basis for all instruction and learning. Based on history and research, the book shows that transfer of learning is not just a technique of learning or instruction, but a way of thinking and knowing.
Key Features
* The only nonedited educational book about transfer of learning
* Written in a plain, easy-to-understand style
* Illustrates how transfer of learning can be promoted in the classroom as well as in everyday life
* Prescribes 11 principles for achieving transfer of learning
* Demonstrates how we reason using transfer of learning
Current education and educational psychology textbooks either lack or lament the lack of research and guidance to educators on promoting transfer of learning. Thus this book is a necessary basis for all instruction and learning. Based on history and research, the book shows that transfer of learning is not just a technique of learning or instruction, but a way of thinking and knowing.
Key Features
* The only nonedited educational book about transfer of learning
* Written in a plain, easy-to-understand style
* Illustrates how transfer of learning can be promoted in the classroom as well as in everyday life
* Prescribes 11 principles for achieving transfer of learning
* Demonstrates how we reason using transfer of learning