Rethinking transfer: A simple proposal with multiple implications

Review of Research in Education

Volumn 24, Issue , 1999, Pages 61-100

  Bransford, John D ^a   Schwartz, Daniel L ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002213688     PISSN: 0091732X     EISSN: None     Source Type: Journal    
DOI: 10.3102/0091732x024001061     Document Type: Article

References (105)

1. Adams, L., Kasserman, J., Yearwood, A., Perfetto, G., Bransford, J., & Franks, J. (1988). The effects of facts versus problem-oriented acquisition. Memory & Cognition, 16, 167-175.
2. Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Rejoinder: Situative versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
3. Barron, B. J., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem and project-based learning. Journal of Learning Sciences, 7, 271-312.
4. Barrows, H. S. (1985). How to design a problem-based curriculum for the preclinical years. New York: Springer.
5. Bassok, M. (1990). Transfer of domain-specific problem solving procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15, 153-166.
6. Beck, I. L., & McKeown, M. G. (1983). Learning words well - A program to enhance vocabulary and comprehension. Reading Teacher, 36, 622-625.
7. Bereiter, C. (1990). Aspects of an educational learning theory. Review of Educational Research, 60, 603-624.
8. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Erlbaum.
9. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.
10. Bielaczyc, K., Pirolli, P., & Brown, A. L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-253.
11. Bjork, R. A., & Richardson-Klahaven, A. (1989). On the puzzling relationship between environmental context and human memory. In C. Izawa (Ed.), Current issues in cognitive processes: The Tulane Flowerree Symposium on Cognition. Hillsdale, NJ: Erlbaum.
12. Boehm. D. (1969). Further remarks on order. In C. H. Waddington (Ed.), Towards a theoretical biology (Vol. 2). Chicago: Aldine.
13. Bransford, J. D., Delclos, V., Vye, N., Burns, S., & Hasselbring, T. (1987). Approaches to dynamic assessment: Issues, data and future directions. In C. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potentials (pp. 479-495). New York: Guilford Press.
14. Bransford, J. D., Franks, J. J., Morris, C. D., & Stein, B. S. (1979). Some general constraints on learning and research. In L. S. Cermak & F. I. M. Craik (Eds.), Levels of processing and human memory (pp. 331-354). Hillsdale, NJ: Erlbaum.
15. Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can't be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). New York: Cambridge University Press.
16. Bransford, J. D., & McCarrell, N. S. (1974). A sketch of cognitive approach to comprehension. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes (pp. 299-303). Hillsdale, NJ: Erlbaum.
17. Bransford, J. D., & Stein, B. S. (1993). The IDEAL problem solver (2nd ed.). New York: Freeman.
18. Bransford, J. D., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction: Implications for educational reform (Vol. 1, pp. 381-413). Hillsdale, NJ: Erlbaum.
19. Bransford, J. D., Zech, L., Schwartz, D., Barron, B., & Vye, N. (1999). Designs for environments that invite and sustain mathematical thinking. In P. Cobb (Ed.), Symbolizing, communicating, and mathematizing: Perspectives on discourse, tools, and instructional design (pp. 275-324). Mahwah, NJ: Erlbaum.
20. Broudy, H. S. (1977). Types of knowledge and purposes of education. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 1-17). Hillsdale, NJ: Erlbaum.
21. Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 1, pp. 77-165). Hillsdale, NJ: Erlbaum.
22. Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Learning, remembering and understanding. In J. H. Flavell & E. M. Markman (Eds.), Carmichael's manual of child psychology (Vol. 1). New York: Wiley.
23. Brown, A. L., & Kane, M. J. (1988). Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20, 493-523.
24. Bruer, J. T. (1993). Schools for thought. Cambridge, MA: MIT Press.
25. Burgess, K., & Lin, X. (1998). Study of adaptive and non-adaptive expertise. Unpublished manuscript, Vanderbilt University.
26. Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp. 82-114). New York: Guilford Press.
27. Chen, Z., & Daehler, M. W. (1989). Positive and negative transfer in analogical problem solving by 6-year-old children. Cognitive Development, 4, 327-344.
28. Chi, M. T. H. (1976). Short-term memory limitation in children: Capacity or processing deficits? Memory & Cognition, 4, 559-572.
29. Chi, M. T. H., Bassok, M., Lewis, M., Reimann, M., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
30. Chi, M. T. H. deLeeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
31. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
32. Chi, M. T. H., Slotta, J. D., & deLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
33. Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press.
34. Cognition and Technology Group at Vanderbilt. (1997). The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Erlbaum.
35. Cognition and Technology Group at Vanderbilt. (in press). The Jasper series: A design experiment in complex, mathematical problem-solving. In J. Hawkins & A. Collins (Eds.), Design experiments: Integrating technologies into schools. New York: Cambridge University Press.
36. Cole, M., & Griffin, P. (Eds.). (1987). Contextual factors in education. Madison: Wisconsin Center for Education Research.
37. deGroot, A. D. (1965). Thought and choice in chess. The Hague: Mouton.
38. Detterman, D. L. (1993). The case for the prosecution: Transfer as epiphenomenon. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
39. Detterman, D. K., & Sternberg, R. J. (Eds.). (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
40. Duncker, K. (1945). On problem-solving. Psychological Monographs. 58(5, Whole No. 270).
41. Dweck, C. S. (1989). Motivation. In A. Lesgold & R. Glaser (Eds.), Foundations for a psychologv of education (pp. 87-136). Hillsdale, NJ: Erlbaum.
42. Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
43. Flavell. J. C. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence. Hillsdale, NJ: Erlbaum.
44. Garner, W. R. (1974). The processing of information and structure. Potomac, MD: Erlbaum.
45. Gibson, J. J., & Gibson, E. J. (1955). Perceptual learning: Differentiation or enrichment, Psychological Review, 62, 32-51.
46. Gick, M. L., & Holyoak, K. J. (1980). Analogical problem solving. Cognitive Psychology, 12, 306-355.
47. Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
48. Glaser, R., & Chi, M. T. H. (1988). Introduction: What is it to be an expert? In M. T. H. Chi, R. Glaser, & M. J. Farr (Eds.), The nature of expertise (pp. xxix-xxxvi). Hillsdale, NJ: Erlbaum.
49. Gott, S. P., Hall, E. P., Pokorny, R. A., Dibble, E., & Glaser, R. (1993). A naturalistic study of transfer: Adaptive expertise in technical domains. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction (pp. 258-288). Norwood, NJ: Ablex.
50. Greeno, J. G. (1997). Response: On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.
51. Greeno, J. G., Smith, D. R., & Moore, J. L. (1993). Transfer of situated learning. In D. K. Detterman & R. J. Sternberg (Eds.), Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
52. Hacker, D., Dunlosky, J., & Graesser, A. C. (Eds.). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
53. Hammond, K. J., Fasciano, M. J., Fu, D. D., & Converse, T. (1996). Actualized intelligence: Case-based agency in practice. Applied Cognitive Psychology, 10, S73-S83.
54. Hasselbring, T., Goin, L., & Bransford, J. (1987). Effective mathematics instruction: Developing automaticity. Teaching Exceptional Children, 19(3), 30-33.
55. Hasselbring, T., Goin, L., & Bransford, J. D. (1988). Developing math automaticity in learning handicapped children: The role of computerized drill and practice. Focus on Exceptional Children, 20(6), 1-7.
56. Hatano, G., & Inagaki, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma, & K. Hakuta (Eds.), Child development and education in Japan. New York: Freeman.
57. Hmelo, C. E. (1994). Development of independent learning and thinking: A study of medical problem solving and problem-based learning. Unpublished doctoral dissertation, Vanderbilt University.
58. Holt, J. (1964). How children fail. New York: Dell.
59. Judd, C. H. (1908). The relation of special training to general intelligence. Educational Review, 36, 28-42.
60. Klahr, D., & Carver, S. M. (1988). Cognitive objectives in a LOGO debugging curriculum: Instruction, learning, and transfer. Cognitive Psychology, 20, 362-404.
61. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
62. Land, E. H. (1982). Creativity and the ideal framework. In G. I. Nierenberg (Ed.), The art of creative thinking. New York: Simon & Schuster.
63. Lagemann, E. C. (1997). Contested terrain: A history of education research in the United States, 1890-1990. Educational Researcher, 26(9), 5-17.
64. Lave, J. (1988). Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge, England: Cambridge University Press.
65. Lee, A. Y. (1998). Transfer as a measure of intellectual functioning. In S. Soraci & W. J. McIlvane (Eds.), Perspectives on fundamental processes in intellectual functioning: A survey of research approaches (Vol. 1, pp. 351-366). Stamford, CT: Ablex.
66. Lee, A. Y., & Pennington, N. (1993). Learning computer programming: A route to general reasoning skills? In C. R. Cook, J. C. Scholtz, & J. C. Spohrer (Eds.), Empirical studies of programmers: Fifth workshop (pp. 113-136). Norwood, NJ: Ablex.
67. Lidz, C. S. (Ed.). (1987). Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press.
68. Lin, X. D., Bransford, J. D., Kantor, R., Hmelo, C., Hickey, D., Secules, T., Goldman, S. R., & Petrosino, A. (1995). Instructional design and the development of learning communities: An invitation to a dialogue, Educational Technology, 35(5), 53-63.
69. Lindberg, M. (1980). The role of knowledge structures in the ontogeny of learning. Journal of Experimental Child Psychology, 30, 401-410.
70. Littlefield, J., Delclos, V., Lever, S., Clayton, K., Bransford, J., & Franks, J. (1988). Learning logo: Method of teaching, transfer of general skills, and attitudes toward school and computers. In R. E. Mayer (Ed.), Teaching and learning computer programming (pp. 111-135). Hillsdale, NJ: Erlbaum.
71. Lockhart, R. S., Lamon, M., & Gick, M. L. (1988). Conceptual transfer in simple insight problems. Memory & Cognition, 16, 36-44.
72. Luchins, A. S. (1942). Mechanization in problem solving. Psychological Monographs, 54(6, Whole No. 248).
73. Mann, L. (1979). On the trail of process: A historical perspective on cognitive processes and their training. New York: Grune & Stratton.
74. Medawar, P. (1982). Plato's republic. Oxford, England: Oxford University Press.
75. Michael, A. L., Klee, T., Bransford, J. D., & Warren, S. (1993). The transition from theory to therapy: Test of two instructional methods. Applied Cognitive Psychology, 7, 139-154.
76. Moore, J. L., & Schwartz, D. L. (1998). On learning the relationship between quantitative properties and symbolic representations. In Proceedings of the International Conference of the Learning Sciences (pp. 209-214). Mahwah, NJ: Erlbaum.
77. Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519-533.
78. Ng, E., & Bereiter, C. (1991). Three levels of goal orientation in learning. Journal of the Learning Sciences, 1, 243-271.
79. Nisbett, R. E., Fong, G. T., Lehman, D. R., & Cheng, P. W. (1987). Teaching reasoning. Science, 238, 625-630.
80. Novick, L. (1988). Analogical transfer, problem similarity, and expertise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14, 510-520.
81. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
82. Pea, R. (1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11, 38-62.
83. Perfetto, G. A., Bransford, J. D., & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory & Cognition, 11, 24-31.
84. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
85. Reed, S. K., Ernst, G. W., & Banerji, R. (1974). The role of analogy in transfer between similar problem states. Cognitive Psychology, 6, 436-450.
86. Sander, E., & Richard, J. (1997). Analogical transfer as guided by an abstraction process: The case of learning by doing in text editing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1459-1483.
87. Scardamalia, M., & Bereiter, C. (1992). Text-based and knowledge-based questioning by children. Cognition and Instruction, 9, 177-199.
88. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press.
89. Schwartz, D. L. (1993). The construction and analogical transfer of symbolic visualizations. Journal of Research in Science Teaching, 30, 1309-1325.
90. Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16, 475-522.
91. Schwartz, D. L., Lin, X. D., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional design. In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 183-213). Mahwah, NJ: Erlbaum.
92. Schwartz, D. L., & Moore, J. L. (1998). On the role of mathematics in explaining the material world: Mental models for proportional reasoning. Cognitive Science, 22, 471-516.
93. Sherwood, R., Kinzer, C., Bransford, J., & Franks, J. (1987). Some benefits of creating macro-contexts for science instruction: Initial findings, Journal of Research in Science Teaching, 24, 417-435.
94. Singley, K., & Anderson, J. R. (1989). The transfer of cognitive skills. Cambridge, MA: Harvard University Press.
95. Spiro, R. J., Vispoel, W. P., Schmitz, J. G., Samarapungavan, A., & Boerger, A. E. (1987). Knowledge acquisition for application: Cognitive flexibility and transfer in complex content domains. In B. K. Britton & S. M. Glynn (Eds.), Executive control processes. Hillsdale, NJ: Erlbaum.
96. Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficacy of other functions. Psychological Review, 8, 247-261.
97. Toulmin, S. (1972). Human understanding: Vol. 1. The collective use and evolution of concepts. Princeton, NJ: Princeton University Press.
98. Vye, N., Bransford, J., Furman, L., Barron, B., Montavon, E., Young, M., Van Haneghan, J., & Barron, L. (1989, April). An analysis of students' mathematical problem solving in real world settings. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
99. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
100. Wertheimer, M. (1959). Productive thinking. New York: Harper & Row.
101. Wertime, R. (1979). Students' problems and courage spans. In J. Lockhead & J. Clements (Eds.), Cognitive process instruction. Philadelphia: Franklin Institute Press.
102. White, B. C., & Fredrickson, J. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16, 39-66.
103. Williams, S. M. (1992). Putting case-based instruction into context: Examples from legal and medical education. Journal of the Learning Sciences, 2, 367-427.
104. Wineburg, S. (1998). Reading Abraham Lincoln: An expert/expert study in the interpretation of historical texts. Cognitive Science, 22, 319-346.
105. Wineburg, S. S., & Fournier, J. E. (1994). Contextualized thinking in history. In M. Carretero & J. F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 285-308). Hillsdale, NJ: Erlbaum.