Introduction to “New Conceptualizations of Transfer of Learning”

Abstract

Understanding how to get learners to transfer their knowledge to new situations is a topic of both theoretical and practical importance. Theoretically, it touches on core issues in knowledge representation, analogical reasoning, generalization, embodied cognition, and concept formation. Practically, learning without transfer of what has been learned is almost always unproductive and inefficient. Although schools often measure the efficiency of learning in terms of speed and retention of knowledge, a relatively neglected and subtler component of efficiency is the generality and applicability of the acquired knowledge. This special issue of Educational Psychologist collects together new approaches toward understanding and fostering appropriate transfer in learners. Three themes that emerge from the collected articles are (a) the importance of the perspective/stance of the learner for achieving robust transfer, (b) the neglected role of motivation in determining transfer, and (c) the existence of specific, validated techniques for teaching with an eye toward facilitating students’ transfer of their learning.

ACKNOWLEDGMENTS

This research was supported in part by National Science Foundation REESE grant 0910218 and Department of Education IES grant R305A1100060. We thank Micki Chi, Clark Chinn, Randi Engle, Keith Holyoak, Joanne Lobato, Timothy Nokes-Malach, and Dan Schwartz for helpful comments and discussions throughout the preparation of this special issue.