Transfer of Learning (Perkins and Salomon, 1992) by Tiffany Kimbrel

Transfer of learning

tkimbrel0025 — 2025-10-05 01:35:12 UTC

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.

positive learning

tkimbrel0025 — 2025-10-05 01:43:37 UTC

when prior learning improves performance in a new situation

negative learning

tkimbrel0025 — 2025-10-05 01:44:10 UTC

when prior learning interferes with new performance

near transfer

tkimbrel0025 — 2025-10-05 01:46:27 UTC

transfer between similar contexts

the distance between the original situation and the new one

ex: car to truck driving

far transfer

tkimbrel0025 — 2025-10-05 01:48:27 UTC

transfer between very different contexts

ex: learning chess will improve skills and knowledge in politics

reflexive=low road transfer

tkimbrel0025 — 2025-10-05 01:52:48 UTC

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

mindful=high road transfer

tkimbrel0025 — 2025-10-05 02:00:52 UTC

deliberate, effortful application of abstract principles across different context

ex: young students learning and mastering the concept of fractions

local knowledge

tkimbrel0025 — 2025-10-05 02:02:31 UTC

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

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

situated learning

tkimbrel0025 — 2025-10-05 02:03:22 UTC

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

abstraction

tkimbrel0025 — 2025-10-05 02:03:56 UTC

extracting general principles from a learning experiences

metacognition

tkimbrel0025 — 2025-10-05 02:05:14 UTC

awareness and regulation of one's own thinking process

mindfullness

tkimbrel0025 — 2025-10-05 02:06:24 UTC

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

analogies/metaphors

tkimbrel0025 — 2025-10-05 02:06:55 UTC

tools that connect new learning to familiar domains

hugging

tkimbrel0025 — 2025-10-05 02:10:20 UTC

teaching strategy that brings practice close to the real world

bridging

tkimbrel0025 — 2025-10-05 02:10:41 UTC

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

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

tkimbrel0025 — 2025-10-05 02:12:40 UTC

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

tkimbrel0025 — 2025-10-05 02:13:21 UTC

types of transfer

tkimbrel0025 — 2025-10-05 02:17:44 UTC

•positive vs negative

•near vs far

•near transfer is common and easier to achieve

•far transfer is rare and requires intentional support

prospects of transfer

tkimbrel0025 — 2025-10-05 02:20:53 UTC

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.

mechanics of transfer

tkimbrel0025 — 2025-10-05 02:23:06 UTC

• low road = reflexive

automatic, triggered by similarity

•high road = effort

•based on abstraction and conscious connection-making.

TEACHING FOR TRANSFER

tkimbrel0025 — 2025-10-05 02:23:29 UTC

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

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

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.

tkimbrel0025 — 2025-10-05 02:29:17 UTC