Transfer and Problems Solving Denise Nichols and Brant Kenny

Transfer and Problem Solving – Overview Transfer – When knowledge learned from one situation affects how you learn or perform in another situation. Problem Solving – Knowledge and skills previously learned to solve a new problem. Problem Solving is a form of Transfer Inert Knowledge – Knowledge gained which is never used outside of a classroom. For example, an adult who cannot balance their checkbook even though they know how to add and subtract. The mathematical skills have become inert knowledge. It is paramount for a teacher to prevent the skills they are teaching to end up as inert knowledge.

Types of Transfer – Positive vs. Negative Positive Transfer – When learning in one situation facilitates learning of performance in another situation. Negative Transfer – When something learned in one situation hinders a person’s ability to learn or perform in a second situation

Types of Transfer – Vertical vs. Lateral Vertical Transfer – A learner acquires new knowledge or skills by building on more basic information and procedures. Lateral Transfer – Knowledge of the first topic is not essential to learning the second topic bus is helpful in learning the new topic.

Types of Transfer – Near vs. Far Near Transfer – situations or problems that are similar in both superficial characteristic and underlying relationships. Far Transfer – two situations that are similar in one or more underlying relationships but different in the surface features.

Types of Transfer – Specific Versus General Specific Transfer – the original learning task and the transfer task overlap in some way. General Transfer – the original task and transfer task are different in both content and structure.

Theories of Transfer - Behaviorist Formal Discipline – Repetition when learning new topics improved general learning capabilities. Identical Elements - transfer emphasized specific transfer. Transfer only occurs only to the extent that the original transfer tasks of identical elements – the extent to which specific S-R association in the two tasks are the same.

Theories of Transfer - Behaviorist Similarity of Stimuli and Responses – Similar stimuli will cause a learner to rely on their previous experiences to help learn new information.

Theories of Transfer – Information Processing Importance of Retrieval – Inert knowledge shows that knowing information does not necessarily mean that the learner will use it in the future. People are more likely to transfer previously learned information and skills to a new situation only if they retrieve what they have learned at the appropriate time.

Theories of Transfer – Contextual Perspective Situated learning – Most learning is context specific – “it is situated” in the environment in which it takes place.

Theories of Transfer – Learning to Learn Contemporary Perspective General transfer is not as common as specific transfer, but learning occurs at one time can facilitate learning at another time if, in the process, the individual learns how to learn.

Theories of Transfer – Emotions and Motivation Emotional reactions may transfer to new situations. These reactions may motivate transfer.

Factors Affecting Transfer Meaningful learning promotes better transfer than rote learning. The more thoroughly something is learned, the more likely it is to be transferred to a new situation The more similar two situations are, the more likely it is that something learning in one situation will be applied to other situations. Principles are more easily transferred that discrete facts. Numerous and varied examples and opportunities for practice increase the extent to which information and skills will be applied in new situations The probability of transfer decrease as the time interval between the original task and transfer task increases Transfer increase when the cultural environment encourages and expects transfer.

Problem Solving Well-defined problems – a problem whose desired end result is clearly stated, all necessary information is readily available and particular sequence of operations will lead to a correct solution Ill-defined problem – a problem who goal is ambiguous, some essential information is missing and no guaranteed means of reaching the final goal exists.

Theories of Problem Solving – Early Behaviorist Trial and Error Learning Response Hierarchies

Theories of Problem Solving – Early Cognitivist Insight Stages of Problem Solving

Theories of Problem Solving – Cognitive Factors Working Memory Capacity – If the information and processes necessary to solve the problem exceed working memory capacity, the problem cannot be solved. This limitation can be overcome by storing some information externally (on a piece of paper), process information externally (use of a calculator) or by mastering skills so they require smaller amounts of working memory.

Theories of Problem Solving – Encoding and Storage of a Problem What information is stored in memory How is the problem encoded and stored into memory Relational information – how one thing compares to another Problem Schemas – knowledge about certain types of problems that can be solved in certain ways. Problem Schemas – knowledge about certain types of problems that can be solved in certain ways Problem Classification – essentially the approach a learner would use to approach a problem. Experts generally classify a problem on the basis of abstract concepts and underlying principles to represent different kinds of problems.

Theories of Problem Solving – Encoding and Storage of a Problem Mental Sets in Encoding – people’s predisposition approach and encode problems in particular ways Functional Fixedness – a mental set where the tendency to think of objects as having only one function, thereby overlooking other possible uses. Both are representative of previous experiences.