The concept of transfer of learning has been placed in the field of applied education teaching. As a result, until recent decades, cognitive psychology has not developed any transfer theory. Currently, the transfer of learning occupies a prominent place in many fields of cognitive research.
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With few exceptions, this study is primarily concerned with instructional procedures but with laying the foundation for an information processing framework that explains the presentation, processing, and retention of information within. A central area of contemporary cognitive psychology directly related to transference is the search for patterns. Information processing models tend to focus on students’ performance. In the transfer of learning students use previously acquired knowledge and skills in new learning or problem-solving situations. Therefore, similarities and analogies between content and previous and actual learning can play an important role. The transfer phenomenon is presented from the perspective of artificial learning. Skill transfer and related transfer are illustrated and discussed with two examples: playing the violin and identifying an unidentified object. Basic considerations are presented regarding the enhancement of transfer effects: the newly acquired knowledge structure must be strengthened for transfer, and the non-cognitive aspects of learning (social, situational, etc.) feelings, and motivations) must be specifically considered during the initial learning process. The transfer of learning is closely linked to the retention of learning.
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