Retrieval practice and transfer learning

Desirable difficulties, after Bjork

The mnemonic medium can help readers apply what they’ve learned through simple application prompts

Cognitive load theory

Cognitive apprenticeship

Transfer-appropriate processing

People often struggle to remember details of prose text because they never processed them in the first place

Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated Learning and Education. Educational Researcher, 25(4), 5–11

Samani, J., & Pan, S. (2021). Interleaved Practice Enhances Memory and Problem-Solving Ability in Undergraduate Physics. Npj Science of Learning, 6.

Anchored instruction

How complex should tasks be for test-enhanced learning?

Chi, M. T. H., De Leeuw, N., Chiu, M.-H., & Lavancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18(3), 439–477

Reading comprehension questions can uncover textbase holes

Most experimental psychology on learning involves people learning things they don’t care about

Application prompts can systematically test combinations of details in the text

McNamara, D. (2004). SERT: Self-explanation reading training. Discourse Processes, 38(1), 1–30

Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122

# Transfer learning

See also [[zYB7kwEFRu8QALcbzbcoy9T:::Desirable difficulties, after Bjork]]

For an active area of interest, see: [[zRTw8KaPErhSCyC2NYGHyP7:::Retrieval practice and transfer learning]].

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## References

*   Reder, L., & Klatzky, R. L. (1994). Transfer: Training for performance. In D. Druckman & R. A. Bjork (Eds.), Learning, Remembering, Believing: Enhancing Human Performance (pp. 25–56). National Academies Press. <https://doi.org/10.17226/2303>
*   [[zMbuRKNDzLXba2nEcCa6MKV:::Paas, F. G., & Van Merriënboer, J. J. (1994). Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. Journal of Educational Psychology, 86(1), 122]]

### To read:

*   Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637. <https://doi.org/10.1037/0033-2909.128.4.612>
*   Gick, M. L., & Holyoak, K. J. (1987). The Cognitive Basis of Knowledge Transfer. In Transfer of Learning (pp. 9–46). Elsevier. <https://doi.org/10.1016/B978-0-12-188950-0.50008-4>
*   *Remote transfer \\*of \*scientific*-\\*reasoning \*and problem-solving strategies in children &lt; [https://www.sciencedirect.com/science/article/pii/S0065240708000104?casa*token=ORLhda6cfCYAAAAA:OXN4m*7EBIgEoGjwT9j39e8lX7uNpt01ERwfao*-CaG7pjSQpfEGwJSCfVTd5v*ux6_aPMrWrg](https://www.sciencedirect.com/science/article/pii/S0065240708000104?casa_token=ORLhda6cfCYAAAAA:OXN4m_7EBIgEoGjwT9j39e8lX7uNpt01ERwfao_-CaG7pjSQpfEGwJSCfVTd5v_ux6_aPMrWrg) >
*   An effective metacognitive strategy: Learning by doing and explaining with a computer‐based cognitive tutor &lt; [https://scholar.google.com/citations?view*op=view*citation&hl=en&user=*8DDVkAAAAAJ&citation*for*view=*8DDVkAAAAAJ:YOwf2qJgpHMC](https://scholar.google.com/citations?view_op=view_citation&hl=en&user=_8DDVkAAAAAJ&citation_for_view=_8DDVkAAAAAJ:YOwf2qJgpHMC) >
*   The Knowledge‐Learning‐Instruction framework: Bridging the science‐practice chasm to enhance robust student learning &lt; <https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1551-6709.2012.01245.x> >








Transfer learning