PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, PHASE II. HOW CONSCIOUS IS TRANSFER OF A SPECIFIC RULE. TECHNICAL REPORT 6. [Report No.: NDEA-7A-C-1288-P2-TR-6

Autor/inn/en	MCHALE, THOMAS J.; STOLUROW, LAWRENCE M.
Institution	Illinois Univ., Urbana. Bureau of Educational Research.
Titel	PSYCHOLOGICAL AND EDUCATIONAL FACTORS IN TRANSFER OF TRAINING, PHASE II. HOW CONSCIOUS IS TRANSFER OF A SPECIFIC RULE. TECHNICAL REPORT 6. [Report No.: NDEA-7A-C-1288-P2-TR-6
Quelle	(1965), (83 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Learning Activities; Learning Processes; Models; Psychoeducational Methods; Retention (Psychology); Transfer of Training + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lernaktivität; Learning process; Lernprozess; Analogiemodell; Merkfähigkeit; Training; Transfer; Ausbildung
Abstract	TO DETERMINE THE SPECIFIC MECHANISMS THROUGH WHICH TRANSFER OCCURS, THIS STUDY INVESTIGATED TRANSFER RESULTING FROM THE LEARNING OF A SPECIFIC RULE OR PROCESSING FORMULA. PREVIOUS RESEARCH WAS COMBINED INTO A TENTATIVE THEORY OF TRANSFER WHICH WAS TESTED AND ASSESSED BY FOCUSING ON BOTH TRIALS-TO-CRITERION AND VERBAL REPORTS AS MEASURES OF TRANSFER. THE THEORY INVESTIGATED WAS--WHEN A RULE HAS BEEN LEARNED, IT EXISTS IN SOME FORM IN THE LEARNER'S MEMORY. THIS LEARNING WILL HAVE INFLUENCE ON LEARNING IN A NEW SITUATION ONLY IF A TRANSFER HYPOTHESIS AND A TRANSFER INTENTION ARE FORMED. TWO TASKS WERE PRESENTED. IN THE FIRST TASK, A RULE WAS LEARNED AS APPLIED TO ONE SET OF STIMULI. IN THE SECOND TASK, THE SAME RULE WAS PRESENTED ALONG WITH ALTERNATIVE RULES AS POTENTIAL SOLUTIONS TO THE TASK. FINDINGS BASED ON THE STATISTICAL ANALYSIS OF ERRORS MADE BY THE GROUP TAUGHT RULE 1 AND THE GROUP TAUGHT RULE 2 INDICATED THAT THE SECOND RULE WAS MORE DIFFICULT TO LEARN AND USE. IN ADDITION, ANALYSIS OF VARIANCE OF TWO TIME-MEASURES FOR THE TRAINING TASK SUPPORT THE CONCLUSION THAT RULE 2 WAS THE MORE DIFFICULT. WHEN TRIALS-TO-CRITERION ALONE WAS USED AS THE CRITERION OF TRANSFER, IT APPEARED THAT THERE WERE NO TRANSFER-WITHOUT-AWARENESS EFFECTS AND THAT TRANSFER OF A SPECIFIC RULE COULD BE EXPLAINED SOLELY IN TERMS OF POSITIVE TRANSFER HYPOTHESES AND TRANSFER INTENTIONS. USING TYPE-OF-SOLUTION AS A FURTHER CRITERION OF TRANSFER DID NOT CHANGE THIS GENERAL CONCLUSION. IT WAS CONCLUDED THAT MEASURES OF THE LEARNING PROCESS SEEMED TO BE THE MOST POWERFUL CRITERIA FOR DETECTING TRANSFER EFFECTS. (GD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01