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Cited by 2,076Memory Processes and InfluencesHuman Resource Development and Performance EvaluationEducational and Psychological Assessments

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

Barnett, Susan M., Ceci, Stephen J.·2002·Psychological Bulletin
DOI 10.1037/0033-2909.128.4.612
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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.

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  • Transfer is more likely when trained and untrained activities share many features (near transfer) than when they share few (far transfer).

    “First, transfer is much more likely under conditions where trained and untrained activities share many features (near transfer) than few (far transfer, Barnett & Ceci, 2002; Noack, Lövdén, Schmiedek, & Lindenberger, 2009).”

    From Working memory training involves learning new skills (2019) · cites this paper as Barnett & Ceci, 2002

  • Transfer from complex span training may require variability in training, as most other studies used at least two task variants.

    “However, it may be that such transfer requires variability in training (Barnett & Ceci, 2002;Schmidt & Bjork, 1992) as most other studies using this form of working-memory training have used at least two variants of the tasks.”

    From A simultaneous examination of two forms of working memory training: Evidence for near transfer only (2016) · cites this paper as Barnett & Ceci, 2002

  • The magnitude of transfer, when such was reported, is usually small, and is difficult to dissociate from a null result, since it is not resilient to correction for multiple comparisons.

    “The magnitude of transfer, when such was reported, is usually small, and is difficult to dissociate from a null result, since it is not resilient to correction for multiple comparisons.”

    From Training-induced improvement in working memory tasks results from switching to efficient strategies (2021) · cites this paper as Barnett & Ceci, 2002

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Authors
Barnett, S. M., & Ceci, S. J.
Affiliations
Cornell University (US)
ORCID
Ceci, Stephen J.
Venue
Psychological Bulletin
Publisher
American Psychological Association (APA)
Published
2002
Volume
128
Issue
4
Pages
612-637
ISSN
  • 0033-2909 (ISSN-L)
  • 1939-1455
DOI
10.1037/0033-2909.128.4.612
OpenAlex
W2094192576
Semantic Scholar
e43a3199d5f9070f595c7f37dcc71f17589bbab9
Cited by
2,076
References
126
Citations by year
2026: 165 · 2025: 123 · 2024: 128 · 2023: 116 · 2022: 121 · 2021: 129 · 2020: 166 · 2019: 163 · 2018: 88 · 2017: 94 · 2016: 112 · 2015: 72 · 2014: 99 · 2013: 100 · 2012: 79
FWCI
6.62
Type
journal article
Language
en
Open access
closed
Locations
  • Psychological Bulletin (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Applied Psychology › Human Resource Development and Performance Evaluation
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords
far transfer, transfer of learning, effect size estimation
MeSH terms
Attention, Child, Concept Formation, Generalization, Psychological, Humans, Learning, Mental Recall, Transfer, Psychology

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