When and Where Do We Apply What We Learn? A Taxonomy for Far Transfer¶
Barnett, S. M., & Ceci, S. J. (2002). When and Where Do We Apply What We Learn? A Taxonomy for Far Transfer: A Taxonomy for Far Transfer. Psychological Bulletin, 128(4), 612-637.
Cited by¶
7 citations across 7 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Encoding Specificity
- In education, a procedure learned in one context frequently fails to transfer to a structurally identical problem in another, because retrieval cues do not reinstate encoded features — the transfer-of-learning literature reads as engineering against encoding specificity.
This sourceReviews the transfer-of-learning literature showing procedures learned in one context routinely fail to transfer to structurally identical problems in another.
- In education, a procedure learned in one context frequently fails to transfer to a structurally identical problem in another, because retrieval cues do not reinstate encoded features — the transfer-of-learning literature reads as engineering against encoding specificity.
- Problem Framing
- Transfer of Learning
Mechanisms¶
- Apprenticeship Rotation
- … manufacture the illusion of transfer without ever testing it: showing up in three contexts is not the same as proving the reasoning carried, which is why the honest version treats each move as a transfer of learning check, distinguishing near transfer (a similar station) from far transfer (a genuinely new one).
This sourceDistinguishes near from far transfer by the degree of change across content and context dimensions.
- … manufacture the illusion of transfer without ever testing it: showing up in three contexts is not the same as proving the reasoning carried, which is why the honest version treats each move as a transfer of learning check, distinguishing near transfer (a similar station) from far transfer (a genuinely new one).
- Cross-Context Transfer Review
- Its strength is that it defeats surface conformity: it is the one mechanism built to catch the learner who performs beautifully on the rehearsed set and collapses on anything new, and it ties the reward — real autonomy — to evidence rather than tenure or loyalty.
This sourceFrames transfer assessment around whether learning demonstrated in a training context carries over to novel tasks and contexts.
- Its strength is that it defeats surface conformity: it is the one mechanism built to catch the learner who performs beautifully on the rehearsed set and collapses on anything new, and it ties the reward — real autonomy — to evidence rather than tenure or loyalty.
- Generalization Probe
- It operationalizes transfer of learning: whether a capacity or attitude built in one setting carries to different, untrained conditions, which is never guaranteed and must be tested rather than assumed.
This sourceTreats transfer as application of learning across changed contexts, with success conditional and empirically assessable.
- It operationalizes transfer of learning: whether a capacity or attitude built in one setting carries to different, untrained conditions, which is never guaranteed and must be tested rather than assumed.
- Resistance Probe Quiz
- Its transfer items expose the gap between recognizing familiar examples and genuinely resisting new ones — the difference between near and far transfer of learning
This sourceProvides a taxonomy for distinguishing nearer and farther transfer across multiple contextual dimensions.
- Its transfer items expose the gap between recognizing familiar examples and genuinely resisting new ones — the difference between near and far transfer of learning
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