When and where do we apply what we learn?: A taxonomy for far transfer.

Abstract

Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.

Is working memory training effective? A meta-analytic review.

“…More specifically, in this view, working memory training would be expected to show both near-and far-transfer effects (see Barnett & Ceci, 2002). Near-transfer effects are effects on tasks close to those trained (e.g., improvements on a visuospatial working memory task following training on a verbal working memory task), whereas far-transfer effects are effects on tasks quite different from those trained (e.g., improvements on IQ tests following training on working memory tasks).…”

On the validity and generality of transfer effects in cognitive training research

“…Baltes & Lindenberger, 1988;Lövdén et al, 2010). One way to answer this question is to try to determine and evaluate the distance of transfer tasks (Barnett & Ceci, 2002;Noack et al, 2009;Zelinski, 2009;cf. Baltes, Dittmann-Kohli, & Kliegl, 1986).…”

Promoting transfer in memory training for older adults

“…For instance, Verhaeghen [22] recommends training that involves "broader skills rather than specific techniques, at the same time focusing on the applicability of these skills in different contexts" (p. 17). Similar recommendations come from the literature on transfer [23], such as that transfer can be facilitated by training people in metacognitive awareness [24]. Based on these recommendations, our approach focuses on broader applicability of trained strategies by building transfer into the skill training itself, and as a consequence, older adults may be more likely to understand that these skills should be applied to a variety of materials across many contexts.…”