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when learning in one context affects the performance in another.

Example: When a student masters the skill of adding or subtracting and apply the skill to a daily task like counting toys or enough coins to buy a treat.

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when prior learning improves performance in a new situation

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when prior learning interferes with new performance

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transfer between similar contexts

the distance between the original situation and the new one

ex: car to truck driving

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transfer between very different contexts

ex: learning chess will improve skills and knowledge in politics

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automatic transfer based on well-practiced routines triggered by similar context

the mechanism of how the transfer happens

ex: automatically applying skill of driving a truck when you've only driven smaller vehicles

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deliberate, effortful application of abstract principles across different context

ex: young students learning and mastering the concept of fractions

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domain-specific, specialized knowledge that supports expertise but may limit far transfer

ex: a mechanic becoming an expert in a certain make of vehicle

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learning that is highly ties to its context; emphasizes learning as participation in real activities

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extracting general principles from a learning experiences

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awareness and regulation of one's own thinking process

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an alert, reflective stance that makes learners more likely to connect knowledge across contexts

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tools that connect new learning to familiar domains

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teaching strategy that brings practice close to the real world

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teaching strategy that encouraging abstraction, reflection, and connections to promote mindfulness (high road transfer)

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transfer of learning is essential in education because schools prepare students for contexts very different from the classroom

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transfer of learning is essential in education because schools prepare students for contexts very different from the classroom

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research shows transfer - far transfer- often does not occur unless conditions support it

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research shows transfer - far transfer- often does not occur unless conditions support it

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•positive vs negative

•near vs far

•near transfer is common and easier to achieve

•far transfer is rare and requires intentional support

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Thorndike research suggests transfer only occurs when tasks share "identical elements", limiting far transfer.

Later studies reinforced this, showing that domain specific expertise and situated learning often constrain transfer.

Still, certain conditions, like diverse practice, explicit abstraction, metacognitive self-monitoring, mindfulness and analogies- can improve outcomes.

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• low road = reflexive

automatic, triggered by similarity

•high road = effort

•based on abstraction and conscious connection-making.

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• hugging: provide practice that closely mirrors real applications (trial exams, simulations)

• bridging: encourage reflection, abstraction, and planning to deliberately connect knowledge across contexts.

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Although transfer is not guaranteed and often fails to occur naturally, education can deliberately create the right conditions for it. By blending hugging and bridging approaches, teachers can make transfer more likely and impactful. 

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Although transfer is not guaranteed and often fails to occur naturally, education can deliberately create the right conditions for it. By blending hugging and bridging approaches, teachers can make transfer more likely and impactful. 