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By Stephen M. Cormier, Joseph D. Hagman

Because the mid-1970s, clinical and academic examine has left a spot within the box of simple and utilized examine on move of studying. This booklet fills the distance with cutting-edge info on fresh learn within the box, emphasizing methodological paradigms and interpretive recommendations in response to modern cognitive/information processing methods to the learn of human habit. matters mentioned contain how move is measured, how its course and importance are made up our minds, how education for move differs from education for acquisition, and even if assorted rules of move observe to motor, cognitive, and meta-cognitive strategies

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By Stephen M. Cormier, Joseph D. Hagman

Because the mid-1970s, clinical and academic examine has left a spot within the box of simple and utilized examine on move of studying. This booklet fills the distance with cutting-edge info on fresh learn within the box, emphasizing methodological paradigms and interpretive recommendations in response to modern cognitive/information processing methods to the learn of human habit. matters mentioned contain how move is measured, how its course and importance are made up our minds, how education for move differs from education for acquisition, and even if assorted rules of move observe to motor, cognitive, and meta-cognitive strategies

Show description

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Additional resources for Transfer of Learning. Contemporary Research and Applications

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O 0 c D o E < J LOW I HIGH I Degree of Original Learning Figure 3. Typical relationship between degree of original learning and transfer of training. learn": acquiring general problem-solving strategies appropriate to both training and transfer tasks, such as a "win-stay, lose-shift" strategy for discrimination learning. In some cases more specific knowledge may yield positive transfer. , attention to the color of the stimuli, rather than to shape or some other dimension of variation) will create a structural overlap between the original and transfer responses.

Otherwise, learners may attempt to abstract a rule based on a limited set of stimulus dimensions and ignore others deemed unimportant. If the variation in early exemplars is not representative, then subjects may discard information about important relevant attributes that they will be unable to recover later. When subjects operate in an implicit learning mode, on the other hand, they may rely on a generalization process that develops multiple rules based on similarities among instances. Initial exposure to relatively similar items may help establish generalized rules; more variable instances can be used to elaborate the rule set once the initial rules have been established and strengthened.

The other group was told that the patterns were related to baseball. In particular, they were informed that the circle was a ball, the square a glove, the long line a bat, and the short one (or the angle) the path of the ball. Subjects informed that the stimuli were related to baseball were better able to discern the difference between the two patterns of stimuli than were subjects who were not given information about the stimuli. ) Providing a framework based on prior knowledge can have both positive and negative effects on transfer.

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