Rocky Roads to Transfer: Rethinking Mechanism of a Neglected Phenomenon
Abstract
Recent findings of transfer and nontransfer in such areas as planning and problem management skills, computer programming instruction, and literacy-related cognitive skills reveal paradoxes that invite explanation. In this article, we separate the "how" of transfer—the mechanisms that lead to it—from the "what" of transfer—the kind of knowledge and skill that might get transferred. We argue that transfer occurs in two ways. Low-road transfer depends on extensive, varied practice and occurs by the automatic triggering of well-learned behavior in a new context. High-road transfer occurs by intentional mindful abstraction of something from one context and application in a new context. Such transfer can either be of the forward-reaching kind, whereby one mindfully abstracts basic elements in anticipation for later application, or of the backward-reaching kind, where one faces a new situation and deliberately searches for relevant knowledge already acquired. Findings of transfer or nontransfer reflect whether the conditions for either low-road or high-road transfer were met. Qualitative predictions stemming from this theory of the mechanisms of transfer are offered and discussed.
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Transfer tends to be difficult for learners.
“Transfer, with its inherent requirement to link incoming stimuli to existing categories, tends to be difficult for learners”
From A systematic review of interleaving as a concept learning strategy (2021) · cites this paper as Salomon and Perkins, 1989
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- Authors
- Salomon, G., & Perkins, D. N.
- Affiliations
- University of Arizona (US)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1989-03
- Volume
- 24
- Issue
- 2
- Pages
- 113-142
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2082689007
- Cited by
- 1,121
- References
- 8
- Citations by year
- 2026: 24 · 2025: 19 · 2024: 22 · 2023: 40 · 2022: 48 · 2021: 38 · 2020: 46 · 2019: 33 · 2018: 33 · 2017: 44 · 2016: 36 · 2015: 42 · 2014: 51 · 2013: 50 · 2012: 53
- FWCI
- 22.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Keywords
- transfer of learning, automaticity, practice, planning skills, programming education, literacy, cognitive skills
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