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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.
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“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
In the citing paper
“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
In the citing paper
“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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Learning about the Ellsberg Paradox reduces, but does not abolish, ambiguity aversion
Jia, R., Furlong, E. E., Gao, S., Santos, L. R., & Levy, I. (2020) · PLoS ONE · doi:10.1371/journal.pone.0228782 · Cited by 17
Cougot, B., Gillet, N., Gauvin, J., Caillet, P., Fleury‐Bahi, G., Ollierou, F., Armant, A., Peltier, A., Getz, I., Bach‐Ngohou, K., et al. (2022) · Journal of Nursing Management · doi:10.1111/jonm.13829 · Cited by 34
“…training is to the real-life context, the more it limits the cognitive effort of assimilating and transferring what has been learned in training to the professional context, and thus, the more it promotes the effective adoption of managerial behaviours (Barnett & Ceci, 2002; Blume et al., 2010).”
BackgroundAn index to measure the ability of first year science students to transfer mathematics
Roberts, A. L., Sharma, M. D., Britton, S., & New, P. B. (2007) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/00207390600712695 · Cited by 15
“There has been a great deal of research conducted on transfer over the past century, and recently there has been research carried out that narrows the gap between different views of transfer (such as the work of Barnett and Ceci [3]).”
BackgroundMethodInfluentialRuggenberg, S. (2008) · USF Scholarship Repository (University of San Francisco) · Cited by 15
Klahr, D. (2018) · Figshare · doi:10.1184/r1/6614000 · Cited by 15
Brief Report: Teachers' Awareness of the Relationship Between Prior Knowledge and New Learning
Hohensee, C. (2016) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.47.1.0017 · Cited by 15
“Barnett and Ceci (2002) referred to conceptually distinct topics as “dissimilar context[s]” (p.”
BackgroundSchmidt, M. (2014) · Journal of Special Education Technology · doi:10.1177/016264341402900405 · Cited by 15
On Teaching Statistical Practice: From Novice to Expert
Greenhouse, J. B., & Seltman, H. J. (2017) · The American Statistician · doi:10.1080/00031305.2016.1270230 · Cited by 14
Rahaman, J., Agrawal, H., Srivastava, N., & Chandrasekharan, S. (2018) · Cognitive Sciences · doi:10.1111/cogs.12518 · Cited by 16
Vogelaar, B., & Resing, W. C. M. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1409886 · Cited by 15
“In general, two factors have been proposed to play a role in transfer: the content, the exact problem that is being transferred (Barnett & Ceci, 2002), and the context (Klahr & Chen, 2011), which refers to the different domains from and to which the problem is being transferred.”
BackgroundImproving innovative decision-making: Training-induced changes in fronto-parietal networks
Crespi, C., Martinez, D. L., Dodich, A., Cappa, S. F., Brusoni, S., Zollo, M., Falini, A., & Canessa, N. (2018) · Brain and Cognition · doi:10.1016/j.bandc.2018.11.004 · Cited by 16
“Far-transfer effects, i.e. the transfer of gains achieved by a training program focused on a specific skill to untrained tasks requiring higherorder cognitive skills, have been extensively investigated (Jaeggi et al., 2014; Barnett & Ceci, 2002).”
Computing for Other Disciplines
Guzdial, M. (2019) · Cambridge University Press eBooks · doi:10.1017/9781108654555.020 · Cited by 20
Working with memory: Computerized, adaptive working memory training for adolescents living with HIV
Fraser, S., & Cockcroft, K. (2019) · Child Neuropsychology · doi:10.1080/09297049.2019.1676407 · Cited by 16
“Reviews suggest that WM training has positive effects on tasks close to those trained (near transfer), but limited to no, far transfer effects (Barnett & Ceci, 2002; Melby-Lervåg & Hulme, 2013; Swanson & McMurran, 2018).”
BackgroundHow Does Education Hone Reasoning Ability?
Bunge, S. A., & Leib, E. R. (2020) · Current Directions in Psychological Science · doi:10.1177/0963721419898818 · Cited by 15
“We argue that it is necessary to probe the cognitive and neural mechanisms of learning more deeply (Gabrieli, 2016; Lindenberger, Wenger, & Lövdén, 2017) in order to address the question of what transfers, how, and for whom (Barnett & Ceci, 2002; Judd, 1908; Katz, Shah, & Meyer, 2018).”
BackgroundLearning from Video Games (and Everything Else)
Gentile, D. A., & Gentile, J. R. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108966511 · Cited by 16
A taxonomy and proposed codification of knowledge and knowledge systems in organizations
Geisler, E. (2006) · Knowledge and Process Management · doi:10.1002/kpm.265 · Cited by 15
Kopweh, P. S. (2014) · Enlighten: Theses (The University of Glasgow) · Cited by 15
Cognitive and academic benefits of music training with children: A multilevel meta-analysisPreprint
Sala, G., & Gobet, F. R. (2020) · PsyArXiv (OSF Preprints) · doi:10.31234/osf.io/7s8wr · Cited by 19
Vartanian, O., Replete, V., Saint, S. A., Lam, Q., Forbes, S., Beaudoin, M. E., Brunyé, T. T., Bryant, D. J., Feltman, K. A., Heaton, K. J., et al. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.868001 · Cited by 15
Metadata
- Authors
- Barnett, S. M., & Ceci, S. J.
- Affiliations
- Cornell University (US)
- ORCID
- Ceci, Stephen J.
- Venue
- Psychological Bulletin
- Published
- 2002
- Volume
- 128
- Issue
- 4
- Pages
- 612-637
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- 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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