Transfer of learning

Transfer learning refers to the ability to transfer a learned problem-solving to another, similar situation. By learning acquired knowledge about concrete objects and their relationships can be applied to similar phenomena by being generalized or abstracted. This transfer of knowledge to similar situations is referred to in psychology and pedagogy as the transfer; (Latin: transferre = carry over, transfer ).

Distinction between

Some learning processes, such as the classical language and instrumental lessons are traditionally to be particularly conducive to the reputation of the development of other skills. Here, however, must be made between transfer effects, which go back to the content and methods of these classes, and practice good work habits. Acquire particular, gifted children, because they rely on many school years to their quick wit, often no good work habits - such as hard work and a systematic approach in mastering difficult learning materials - what they are compared to other students who have learned from an early age, it's all hard to work out a long-term disadvantage. In non - immersive foreign language as well as in instrumental lessons, however, all content must be worked hard and explicit. Even gifted children that implicitly in other subjects, that is, seemingly effortlessly learn, can only exist in these disciplines if they practice a lot and acquire good work habits, which of course also in other areas will be useful to them later.

When transfer effects not working habits are practiced, but specific, specialist established cognitive abilities.

Transfer performance in the psychology of learning

In the psychology of learning transfer payments are considered indicators for successful learning. Starting from a certain exports of action is concluded that the underlying thought processes. Here, the transfer of learning can affect individual elements or the rules or structures of a learning process. Transfers can be systematically practiced, it shows particularly good success in adulthood.

In order to transfer newly learned action sequences, tasks, or use situations in a different situation, the new situation must have features similar to the learning situation. There are skills necessary to recognize a new situation to be suitable in order to make a transfer can. These skills are cognitive nature and relate to the discernment, the ability to generalize and foresight weigh up the possible resources to be deployed to the desired purpose are appropriate. ( Technically words, differentiation and Generalisierungsvermögen, and to anticipate and means-end balance )

Theories of learning transfer in the psychology of learning

The American psychologist Edward Thorndike Lee (1930 ) developed the theory of " identical elements ". According to this theory, the transfer takes place from one task to another only if common, exactly identical perceptual and behavioral elements are present in both tasks.

The Thorndikesche theory has been criticized and developed by the psychologist Charles E. Osgood (1949 ). He tried the transfer effect on the basis of similarity of elements in the output and the new learning situation display ( Functional: as a function of stimulus and response similarity). According to him, which was named " Osgood transfer level ".

The American sociologist Ch H. Judd (1908 ) developed a theory for the transfer value general solution principles. In its application in the classroom curriculum is provided, which is based on a gradual, positive transfer from lower to higher levels of learning.

Transfer of learning in mathematics education

The mathematics education describes the transfer of learning as the ability to use the result of a calculation to the result of another zurückzuschließen without having to calculate it. If the knowledge of the decimal system based on, for example, 7 8 inferred about the result of adding directly to the result of the addition of 17 8. The ability to provide transfer payments, is in contrast to the stolid reproducing results. Students who suffer from dyscalculia, often lack the ability to provide cognitive transfers.

Classification of learning transfer

Looking at the result of the transfer is distinguished:

• Positive transfer: Already learned skills facilitate the learning of new skills through a similar high correlation of the former with the new learning situation. Who can play, for example, recorder, flute easier to learn.
• Negative Transfer: here difficult or interferes with the so-called " proactive inhibition " to the new learners, or the " retroactive inhibition " affects a previously learned content through the later learned. Inhibition of the existing to the new subject matter takes place when, for example, a motorist in another country must cope with driving on the left instead of right-hand traffic.
• Zero transfer: does not show any effect on the subsequent learning. The person are baffled by a comparable task or a similar situation, as if it were something completely new. People with mental disabilities often suffer from this weakness transfer.

With regard to the complexity of the learned distinction is made:

• Lateral transfer refers to the application of previously acquired knowledge on a subject matter of the same complexity
• Vertical transfer refers to the application of previously acquired knowledge on a subject matter of higher complexity

A similar concept is the stimulus generalization in behavioral biology. It occurs when a learned to a specific stimulus response to similar stimuli is transmitted.