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Abstract
Although any mainstream thought is subject to theoretical challenges, the challenges to the mainstream cognitive perspective on transfer have had an unfortunate divisive effect. This article takes a pragmatic view that transfer perspectives are simply designed objects (Plomp & Nieveen, 2007), which provide different information for different purposes. Specifically, this paper compares one alternative approach—the actor-oriented transfer perspective—with the mainstream cognitive perspective on transfer, by examining the points of compatibility and tension across 5 dimensions. As a result, a space is opened up to explore 3 issues that are particularly well suited to an actor-oriented transfer approach: (a) how students interpret transfer situations, (b) the socially situated nature of transfer processes in classrooms, and (c) how contextual-sensitivity can play a productive role in the transfer of learning. Exploring the benefits and trade-offs of various approaches allows for greater understanding of the contributions of each perspective to educational research and practice.
ACKNOWLEDGMENTS
The research described in this article is supported by the National Science Foundation under Grant DRL- 0529502. The views expressed do not reflect official positions of the Foundation. I offer my gratitude to Charles Hohensee, Jaime Diamond, Anthony E. Kelly, Sam Day, Clark Chinn, and three anonymous reviewers for their thoughtful feedback on earlier versions of this article.