The Effects of Contextual Changes and Degree of Component Mastery on Transfer Of Training

This chapter focuses on a number of experiments designed to elaborate in more detail the processes involved in transfer and an attempt to generalize the results to a broader class of both task and subject variables.

Abstract

There are data indicating that learned information is not necessarily used on even immediately subsequent problems. The probability that the information will be transferred seems to depend upon the similarity of the task formats. A number of variables that may be used to define similarity are suggested; including the stimuli employed, the methods of presentation of the stimuli, and the types of response rules required. In addition, two (not mutually exclusive) general conceptualizations of the mechanisms involved in transfer are presented; one based on the role of contextual cues and the other based on an interactive relation between the strengths of different components involved in the task and performance on that task. The chapter focuses on a number of experiments designed to elaborate in more detail the processes involved. They also represent an attempt to generalize the results to a broader class of both task and subject variables.