The role of initial learning, problem features, prior knowledge, and pattern recognition on transfer success
The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer. © 2014 Copyright Taylor and Francis Group, LLC.
Journal of Experimental Education
Digital Object Identifier (DOI)
Dinsmore, Baggetta, P., Doyle, S., & Loughlin, S. M. (2014). The Role of Initial Learning, Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success. The Journal of Experimental Education, 82(1), 121–141. https://doi.org/10.1080/00220973.2013.835299