Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning

Educational Psychologist

Volumn 47, Issue 3, 2012, Pages 204-214

  Schwartz, Daniel L ^a   Chase, Catherine C ^b   Bransford, John D ^c  

^a STANFORD UNIVERSITY   (United States)

^b Carnegie Mellon University   (United States)

^c UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84864534583     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2012.696317     Document Type: Article

References (70)

1. Adams, L., Kasserman, J., Yearwood, A., Perfetto, G., Bransford, J. and Franks, J. 1988. The effects of fact-oriented versus problem-oriented acquisition. Memory and Cognition, 16: 167-175.
2. Anderson, R. C. and Pearson, P. D. 1984. "A schema-theoretic view of basic processes in reading comprehension". In Handbook of reading research, Edited by: Pearson, P. D. 255-291. White Plains, NY: Longman.
3. Atman, C. J., Chimka, J. R., Bursic, K. M. and Nachtmann, H. L. 1999. A comparison of freshman and senior engineering design processes. Design Studies, 20: 131-152.
4. Bandura, A. 1997. Self-efficacy: The exercise of control, New York, NY: W.H. Freeman.
5. Beach, K. 1999. "Consequential transitions: A socio-cultural expedition beyond transfer in education". In Review of research in education, Edited by: Iran-Nejad, A. and Pearson, P. D. 101-139. Washington, DC: American Educational Research Association.
6. Black, P. and Williams, D. 1998. Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80: 139-148.
7. Blair, C. and Razza, R. P. 2007. Relating effortful control, executive function, and false-belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78: 647-663.
8. Bonawitz, E. B., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E. and Schulz, L. 2011. The double-edged sword of pedagogy: Instruction affects exploration and discovery. Cognition, 120: 322-330.
9. Bransford, J. D., Franks, J. J., Vye, N. J. and Sherwood, R. D. 1989. "New approaches to instruction: Because wisdom can't be told". In Similarity and analogical reasoning, Edited by: Vosniadou, S. and Ortony, A. 470-497. New York, NY: Cambridge University Press.
10. Bransford, J. D. and Johnson, M. K. 1972. Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning & Verbal Behavior, 11: 717-726.
11. Bransford, J., Mosborg, S., Copland, M. A., Honig, M. I., Nelson, H. G., Gawal, D. and Vye, N. 2012. "Adaptive people and adaptive systems: Issues of learning and design". In The second international handbook of educational change, Edited by: Hargreaves, A., Fullan, M., Hopkins, D. and Leiberman, A. 825-856. Dordrecht, The Netherlands: Springer.
12. Bransford, J. and Schwartz, D. L. 1999. "Rethinking transfer: A simple proposal with multiple implications". In Review of research in education, Edited by: Iran-Nejad, A. and Pearson, P. D. 61-100. Washington, DC: American Educational Research Association.
13. Bransford, J. D. and Stein, B. S. 1993. The IDEAL problem solver (2nd ed.), New York, NY: Freeman.
14. Bransford, J., Vye, N., Stevens, R., Kuhl, P. K., Schwartz, D.Bell, P. 2006. "Learning theories and education: Toward a decade of synergy". In Handbook of educational psychology, Edited by: Alexander, P. and Winne, P. 209-244. Mahwah, NJ: Erlbaum.
15. Brown, A. L. and Kane, M. J. 1988. Preschool children can learn to transfer: Learning to learn and learning from example. Cognitive Psychology, 20: 493-523.
16. Chase, C. C. 2011. Motivating persistence in the face of failure: The impact of an ego-protective buffer on learning choices and outcomes in a computer-based educational game. (Unpublished doctoral dissertation). Stanford University, California
17. Chase, C. C. in press. "Motivating expertise: Equipping novices with the motivational tools to move beyond failure". In Expertise and skill acquisition: The impact of William G. Chase, Edited by: Staszewski, J. J. New York, NY: Psychology Press.
18. Chi, M. T. H. and VanLehn, K. A. 2012/this issue. Seeing deep structure from the interactions of surface features. Educational Psychologist, 47: 177-188.
19. Detterman, D. L. 1993. "The case for the prosecution: Transfer as epiphenomenon". In Transfer on trial: Intelligence, cognition, and instruction, Edited by: Detterman, D. K. and Sternberg, R. J. 1-24. Norwood, NJ: Ablex.
20. Dweck, C. S. 2000. Self theories: Their role in motivation, personality, and development., Philadelphia, PA: Taylor & Francis.
21. Feuerstein, R., Feuerstein, R. S. and Falk, L. H. 2010. Beyond smarter: mediated learning and the brain's capacity for change., New York, NY: Teachers College Press.
22. Fullan, M. 2001. Leading in a culture of change, San Francisco, CA: Jossey-Bass.
23. Gick, M. L. and Holyoak, K. J. 1983. Schema induction and analogical transfer. Cognitive Psychology, 15: 1-38.
24. Grossman, P. 1989. Learning to teach without teacher education. Teachers College Record, 91: 191-208.
25. Hatano, G. and Inagaki, K. 1986. "Two courses of expertise". In Child development and education in Japan, Edited by: Stevenson, H., Azuma, H. and Hakuta, K. 262-272. New York, NY: Freeman.
26. Hiebert, J. and Stigler, J. W. 2004. A world of difference. National Staff Development Council, 25(4): 10-15.
27. Johnson, J. and Loring, R. 2011. Problem-Based Case Learning: Partnerships among educators, businesses, and students Retrieved fromhttp://www.makinglearningreal.org
28. Kapur, M. 2008. Productive failure. Cognition and Instruction, 26: 379-424.
29. Klahr, D. and Nigam, M. 2004. The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15: 661-667.
30. Lave, J. 1988. Cognition in practice. Mind, mathematics and culture in everyday life., New York, NY: Cambridge University Press.
31. Lawton, D., Vye, N., Bransford, J. D., Sanders, E., Richey, M. C., French, D. E. and Stephens, R. 2012. Online learning based on essential concepts and formative assessment. Journal of Engineering Education, 101(2): 1-44.
32. Levinthal, D. A. and March, J. G. 1993. The myopia of learning. Strategic Management Journal, 14: 95-112.
33. Lobato, J. 2003. How design experiments can inform a rethinking of transfer and vice versa. Educational Researcher, 32: 17-20.
34. Lobato, J. 2012/this issue. The actor-oriented transfer perspective and its contributions to educational research and practice. Educational Psychologist, 47: 232-247.
35. Lockhart, R. S., Lamon, M. and Gick, M. L. 1988. Conceptual transfer in simple insight problems. Memory & Cognition, 16: 36-44.
36. Luchins, A. S. and Luchins, E. H. 1959. Rigidity of behavior, Eugene: University of Oregon Press.
37. Martin, L. and Schwartz, D. L. 2009. Prospective adaptation in the use of representational tools. Cognition and Instruction, 27: 370-400.
38. Martin, T., Pierson, J., Rivale, S. R., Vye, N. J., Bransford, J. D. and Diller, K. 2007. "The function of generating ideas in the Legacy Cycle". In Innovations 2007: World Innovations in Engineering Education and Research, Edited by: Aung, W. 147-161. Arlington, VA: International Network for Engineering Education and Research.
39. McNeil, N. M. 2008. Limitations to teaching children 2 + 2 = 4: Typical arithmetic problems can hinder learning of mathematical equivalence. Child Development, 79: 1524-1537.
40. Miller, R. B. 1978. "The information system designer". In The analysis of practical skills, Edited by: Singleton, W. T. 278-291. Baltimore, MD: University Park Press.
41. National Research Council. 2000. How people learn: Brain, mind, experience, and school (expanded edition)., Washington, DC: National Academy Press.
42. National Research Council. 2001. Knowing what students know: The science and design of educational assessment., Washington, DC: National Academy Press.
43. Needham, D. R. and Begg, I. M. 1991. Problem-oriented training promotes spontaneous analogical transfer: Memory-oriented training promotes memory for training. Memory & Cognition, 19: 543-557.
44. Nelson, H. and Stolterman, E. 2003. The design way: Intentional change in an unpredictable world, Englewood Cliffs, NJ: Educational Technology.
45. Nolen, S. B., Ward, C. J. and Horn, I. S. 2011. "Motivation, engagement, and identity: Opening a conversation". In Sociocultural theories of learning and motivation: Looking back, looking forward, Edited by: McInerny, D., Walker, R. and Liem, G. A. D. 109-135. Greenwich, CT: Information Age.
46. O'Mahony, T. K., Vye, N. J., Bransford, J. D., Stevens, R., Sanders, E., Stephens, R. and Soleiman, M. K. 2012. A comparison of lecture-based and challenge-based learning in a workplace setting: Course designs, patterns of interactivity, and learning outcomes. Journal of the Learning Sciences, 21: 182-206.
47. Parker, W. C., Mosborg, S., Bransford, J., Vye, N., Abbott, R. and Wilkerson, J. 2011. Rethinking advanced high school coursework: Tackling the depth/breadth tension in the AP US Government and Politics course. Journal of Curriculum Studies, 43: 553-559.
48. Pass, F. G. and Van Merrienboer, J. G. 1994. Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86: 122-133.
49. Perfetto, G. A., Bransford, J. D. and Franks, J. J. 1983. Constraints on access in a problem solving context. Memory and Cognition, 11: 24-31.
50. Richland, L. E., Stigler, J. W. and Holyoak, K. J. 2012/this issue. Teaching the conceptual structure of mathematics. Educational Psychologist, 47: 189-203.
51. Richland, L. E., Zur, O. and Holyoak, K. 2007. Cognitive supports for analogies in the mathematics classroom. Science, 316,: 1128-1129.
52. Ross, B. H. 1987. This is like that: The use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13: 629-639.
53. Schoenfeld, A. H. 1989. "Teaching mathematical thinking and problem solving". In Toward the thinking curriculum: Current cognitive research, Edited by: Resnick, L. B. and Klopfer, L. E. 83-103. Alexandria, VA: American Society for Curriculum Development.
54. Schwartz, D. L. 1993. The construction and analogical transfer of symbolic visualizations. Journal of Research in Science Teaching, 30: 1309-1325.
55. Schwartz, D. L. and Bransford, J. D. 1998. A time for telling. Cognition and Instruction, 16: 475-522.
56. Schwartz, D. L., Bransford, J. and Sears, D. 2005. "Efficiency and innovation in transfer". In Transfer of learning from a modern multidisciplinary perspective, Edited by: Mestre, J. 1-51. Greenwich, CT: Information Age.
57. Schwartz, D. L., Chase, C. C., Oppezzo, M. A. and Chin, D. B. 2011. Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103: 759-775.
58. Schwartz, D. L. and Martin, T. 2004. Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22: 129-184.
59. Shutt, K., Vye, N. and Bransford, J. The role of agency and authenticity in argumentation during science inquiry. Paper presented at the National Association of Research on Science Teaching Conference, Orlando, FL,
60. Silver, E. A. 1986. "Using conceptual and procedural knowledge: A focus on relationships". In Conceptual and procedural knowledge: The case of mathematics, Edited by: Hiebert, J. Hillsdale, NJ: Erlbaum.
61. Simon, H. A. 1956. Rational choice and the structure of the environment. Psychological Review, 63: 129-138.
62. Simon, H. A. 1980. "Problem solving and education". In Problem solving and education: Issues in teaching and research, Edited by: Tuma, D. T. and Reif, F. 81-96. Hillsdale, NJ: Erlbaum.
63. Stevens, R and Richey, M. 2011. Accelerating STEM capacity: A complex adaptive system perspective. Journal of Engineering Education, 100: 417-423.
64. Thorndike, E. L. 1904. An introduction to the theory of mental and social measurements, New York, NY: Science Press.
65. Tuovinen, J. E. and Sweller, J. 1999. A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91: 334-341.
66. Tyack, D. and Cuban, L. 1995. Tinkering toward utopia: A century of public school reform., Cambridge, MA: Harvard University Press.
67. Wertheimer, M. 1959. Productive thinking., New York, NY: Harper and Row.
68. Whitehead, A. N. 1929. The aims of education, New York, NY: Macmillan.
69. Wineburg, S. 1991. Historical problem solving: A study of cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83: 73-87.
70. Zech, L., Vye, N. J., Bransford, J. D., Goldman, S. R., Barron, B. J., Schwartz, D. L. and..., CTGV. 1998. "An introduction to geometry through anchored instruction". In New directions for teaching and learning in geometry, Edited by: Lehrer, R. and Chazan, D. 439-463. Mahwah, NJ: Erlbaum.