Far transfer for complex problem solving: some important issues

Cornford, IR

Far transfer for complex problem solving: some important issues

Cornford, IR

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Publisher:: Academic Press
Publication Type:: Conference Proceeding
Citation:: Proceedings of the 10th annual international conference on post-compulsory education and training, 2002, pp. 207 - 214
Issue Date:: 2002-01

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Field	Value	Language
dc.contributor.author	Cornford, IR	en_US
dc.contributor.editor	Roebuck, D	en_US
dc.contributor.editor	Searle, J	en_US
dc.date	2002-12-02	en_US
dc.date.issued	2002-01	en_US
dc.identifier.citation	Proceedings of the 10th annual international conference on post-compulsory education and training, 2002, pp. 207 - 214	en_US
dc.identifier.isbn	1 875378 44 8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/2161
dc.description.abstract	Development of practical training programs to ensure effective transfer of learning is hampered by the fact that there are a number of different types of transfer. Of these different types, the one which may be considered by many to be the most desirable is far transfer which is involved with difficult, that is non-routine, problem solving. This paper briefly examines the different types of transfer before focusing upon some of the key issues surrounding far transfer. In particular the paper considers the important issue of the degree of variability from the originally learned stimulus and the ability of humans to continue to recognise this stimulus as connected to the original learning. Recommendations are made for the development of a new, more inclusive theory of learning that better accounts for factors involved in the transfer of learning.	en_US
dc.publisher	Academic Press	en_US
dc.relation.ispartof	Proceedings of the 10th annual international conference on post-compulsory education and training	en_US
dc.relation.ispartof	Envisioning Practice-Implementing Change	en_US
dc.title	Far transfer for complex problem solving: some important issues	en_US
dc.type	Conference Proceeding
utslib.location	Brisbane	en_US
utslib.location.activity	Gold Coast, Australia	en_US
dc.location.activity	Melbourne, Australia
dc.location.activity	Gold Coast, Australia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Education Group
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Brisbane	en_US
pubs.start-date	2002-12-02	en_US

Abstract:

Development of practical training programs to ensure effective transfer of learning is hampered by the fact that there are a number of different types of transfer. Of these different types, the one which may be considered by many to be the most desirable is far transfer which is involved with difficult, that is non-routine, problem solving. This paper briefly examines the different types of transfer before focusing upon some of the key issues surrounding far transfer. In particular the paper considers the important issue of the degree of variability from the originally learned stimulus and the ability of humans to continue to recognise this stimulus as connected to the original learning. Recommendations are made for the development of a new, more inclusive theory of learning that better accounts for factors involved in the transfer of learning.

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http://hdl.handle.net/10453/2161