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When and where do we apply what we learn? A taxonomy for far transfer
Susan M Barnett1, Stephen J Ceci
1Department of Human Development, Cornell University, Ithaca, New York 14853, USA. smb11@cornell.edu
Psychological Bulletin
|June 26, 2002
Summary
Far transfer research remains unresolved due to a lack of defined dimensions. A new framework clarifies complexity, showing substantial evidence for transfer under specific, yet often untested, conditions.
Area of Science:
- Cognitive Psychology
- Learning Sciences
- Educational Research
Background:
- The concept of far transfer, or applying learned skills to novel contexts, remains debated despite a century of research.
- Previous studies often lack specific criteria, leading to inconsistent findings and hindering consensus on transfer effectiveness.
Purpose of the Study:
- To address the persistent ambiguity in far transfer research by proposing a multidimensional framework.
- To provide a structured approach for classifying and analyzing existing literature on far transfer.
Main Methods:
- Development of a novel framework detailing 9 critical dimensions of transfer.
- Systematic classification of existing far transfer studies based on these dimensions.
Main Results:
- The proposed framework effectively categorizes studies, revealing the heterogeneity of far transfer research.
- Evidence for far transfer is substantial under certain conditions, but many key variables remain underexplored.
Conclusions:
- A singular effect size for far transfer is inappropriate given its complexity.
- Future research should focus on systematically testing critical conditions across the identified dimensions to advance understanding of far transfer.