Since the mid-1970s, scientific and educational research has left a gap in the field of basic and applied research on transfer of learning. This book fills the gap with state-of-the-art information on recent research in the field, emphasizing methodological paradigms and interpretive concepts based on contemporary cognitive/information processing approaches to the study of human behavior. Issues discussed include how transfer is measured, how its direction and magnitude are determined, how training for transfer differs from training for acquisition, and whether different principles of transfer apply to motor, cognitive, and meta-cognitive processes.
The book addresses a crucial issue for all involved in education and training: the transfer of learning to new and different contexts.
Trevor currently resides in Fairfield, Connecticut, with his amazing wife Lindsey and will be welcoming a son into the world somewhere around the release of this book. INTRODUCTION CHAPTER OVERVIEW AND HOW TO USE THIS BOOK This.
This volume is eclectic in bringing together researchers from psychology and science education (especially physics)—who would not normally present their ideas under the same forum—to share their views and perspectives on transfer.
This volume examines the reasons for past failures and offers a reconceptualization of the notion of knowledge transfer, its problems and limitations, as well as its possibilities.
The book addresses a crucial issue for all involved in education and training: the transfer of learning to new and different contexts.
Transferring Learning to Behavior: Using the Four Levels to Improve Performance: Easyread Large Bold Edition
Combining an accessible presentation of the underlying theory of transfer of learning which explains how to put theory into practice, this is a text which is relevant to 'teaching for transfer' in any professional or vocational context.
This highly practical book will help trainers, development specialists and line managers ensure that their training is about real outcomes and not just inputs.
The book sets out each of the 17 factors in turn before giving the reader 70 specific action tips, grouped into five sections that follow the five stages of the training process.
This book explores one of the enduring issues in educational research and one of the challenges for formal education.