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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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Background
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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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