abstract We confronted 151, 5th and 6th elementary grade pupils with a quantitative problem in a mathematics or religion class, to examine the influence of the context on pupils’ understanding and solution of such problems inside and outside the mathematics class. Pupils were first asked to solve a problem about fair sharing either during a mathematics or a religion class. Afterwards, they had to evaluate several (fictional) answers for this problem. We compared the responses and evaluations from both groups and found that (1) in the mathematics class pupils preferred precise numerical answers, while in the religion class pupils had a preference for a verbal description of the solution; (2) pupils in the mathematics class preferred answers motivated by calculations, while in the religion class, pupils favoured non-numerical arguments; (3) the concept ‘fairness’ was interpreted and used differently in both conditions, leading to different preferential situational and mathematical models and solutions.
Robert L. Goldstone & Uri Wilenski (2008). Promoting Transfer by grounding complex systems principles. The Journal of the Learning Sciences, 17, 465-516. abstract
M. Bassok (1990). Transfer of domain-specific problem-solving procedures. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 522-533.
Susan M. Barnett and Stephen J. Ceci (2002). When and where do we apply what we learn? A taxonomy for far Transfer. Psychological Bulletin, 128, 612-637. abstract and pdf
Mark K. Singley & John R. Anderson (1989). The transfer of cognitive skill. Harvard University Press. isbn=9780674903401 info. Mark K. Singley & John R. Anderson (1989). The transfer of cognitive skill. Harvard University Press. isbn 0674903404
- The theory we present here ca be viewed as a resurrection of Thorndike’s theory of identical elements, with production rules and their declarative precursors taking on the role of the elements.
p. vi
- reviewed by Rudiger B. Wysk
G. Salomon & D. N. Perkins (1989). Rocky roads to Transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24, 113-142.
Earl C. Butterfield & Gregory D. Nelson (1991): Promoting Positive Transfer of Different Types. Cognition and Instruction, 8, 69-102.
Jan Terwel, Bert van Oers, Ivanka van Dijk & Pieter van den Eeden (2009). Are representations to be provided or generated in primary mathematics education? Effects on Transfer. Educational Research and Evaluation, 15, 25-44. pdf
- Juichend abstract over het succes van de experimentele behandeling. De auteurs gaan aantonen dat Freudenthal (1991) gelijk heeft. Ik ben benieuwd, maar ook voorbereid op een dikke teleurstelling.
- “The experimental program was based on a large body of empirical and theoretical research that demonstrates the potential relevance of guided co-construction as a teaching-learning strategy in realistic mathematics learning situations (Ainsworth, 2006; Freudenthal, 1991; Keijzer & Terwel, 2003; Schwartz, 1995; Van Parreren, 1993).”
- De auteurs grijpen terug op werk van diSessa, dat is interessant, dat wil ik wel opvolgen.
- Dit artikel is opgenomen in de literatuurlijst van Siegler c.s. 2010 Developing Effective Fractions Instruction for Kindergarten Through 8th Grade pdf
Jeff Evans (1999). Building bridges: Reflections on the problem of Transfer of learning in mathematics. Educational Studies in Mathematics, 39, 1-21. http://www.springerlink.com/content/wj4480w188wk4770/
- Breekt allerlei ideeën over transfer af, dat mag ik wel. Met een voorstel, dat betwijfel ik
John R. Anderson, Lynne M. Reder, and Herbert A. Simon (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. pdf
- from the abstract We review the four central claims of situated learning with respect to education: (1) action is grounded in the concrete situation in which it occurs; (2) knowledge does not Transfer between tasks; (3) training by abstraction is of little use; and (4) instruction must be done in complex, social environments. In each case, we cite empirical literature to show that the claims are overstated and that some of the educational implications that have been taken from these claims are misguided.
- p. 5: "In this paper, we want to concentrate on empirical evidence and its implications for mathematics education [my emphasis, b.w.]
- Situated learning (e.g. Lave and Wenger 1991): "emphasizes the idea that much of what is learned is specific to the situation in which it is learned."
- Be aware that the authors themselves have done a lot of empirical research and theory building that is relevant to the issues discussed here.
- Their 1995 unpublished article has been published in 2000, see below. It is still available online, however the URL now is http://act-r.psy.cmu.edu/papers/misapplied.html
Anderson, J. R., Reder, L. M. & Simon, H. (1998). Radical constructivism and cognitive psychology. In D. Ravitch (Ed.) Brookings papers on education policy 1998. Washington, DC: Brookings Institute Press. pdf
Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and misapplications of cognitive psychology to mathematics education. Texas Educational Review, 1, 29-49. pdf
Het is ongetwijfeld passend om Anderson, Reder & Simon (2000) te betrekken bij de theoretische analyse van de thematiek in de overweging van de motie Dijkgraaf - Van der Ham. De beweging van ‘het nieuwe leren’, ‘ontdekkend leren’, het constructivisme, en in Nederland specifiek ook het realistisch rekenen, hebben met elkaar gemeen dat het automatiseren van basale kennis en vaardigheden niet meer zo nodig wordt gevonden, en dat de tijd beter kan worden besteed aan het leren wiskundig te denken, problemen oplossen, en contextopgaven maken. Anderson, Reder & Simon zetten zich in scherpe bewoordingen af tegen deze vooral idealistisch geïnspireerde stromingen die in vele landen een sterke greep op het reken- en wiskundeonderwijs hebben gekregen, zoals in de VS (NCTM-standards) en Nederland (de invloed van het Freudenthal-Instituut die reikt tot en met de kerndoelen basisonderwijs, de referentieniveaus rekenen, en de rekentoetsen op F-niveau).
De auteurs van dit artikel zijn niet van de straat: zij zijn van Carnegie Mellon University. John Anderson is de auctor intellecualis van een van de sterkste — zo niet het sterkste — van de cognitieve modellen: het ACT-R model. Herbert Simon heeft de nobelprijs gekregen voor zijn werk op onder andere het gebied van probleemoplossen. Lynne Reder leidt nu het Memory Lab aan de genoemde universiteit.
E. L. Thorndike and R. S. Woodworth (1901). The influence of improvement in one mental function upon the efficiency of other functions (I, II, III). Psychological Review, 8, 247-261, 384-395. html I html II html III
Liesbeth Kester, Fred Paas and Jeroen J. G. van Merriënboer (2011). Instructional control of cognitive load in the design of complex learning environments. In Jan L. Plass, Roxana Moreno & Roland Brünken (Eds.) (2010). Cognitive Load Theory. Cambridge University Press. (109-130; see the section on transfer: 116-118)
- Interessante paragraaf over transfer. Verwijzing naar Schwarz, Martin & Pfaffman (2005) kan niet juist zijn, misschien is bedoeld: Schwartz Moore (1998)? Nee, ook niet. Dan moet ik dit laten rusten. Jammer, het is een interessant onderzoek voor breukenonderwijs. (de genoemde publicaties; Piaget-achtige onderzoeken) Voor beide: zie hierbeneden.
Schwartz, D. L., & Moore, J. L. (1998). On the role of mathematics in explaining the material world: Mental models for proportional reasoning. Cognitive Science, 22, 471-516. pdf
D. L. Schwartz, L. Martin & J. Pfaffman (2005). How mathematics propels the development of physical knowledge. Journal of Cognition and Development, 6, 65-88. pdfTransfer of learning: from a modern multidisciplinary perspective. San Francisco: Sage. commentaar en samenvatting
- Introduction: Framing The Transfer Problem James M. Royer, Jose P. Mestre, and Robert J. Dufresne vii
1. Efficiency and Innovation in Transfer Daniel L. Schwartz, John D. Bransford, and David Sears 1 pdf
2. Fuzzy-Trace Theory: Implications for Transfer in Teaching and Learning Christopher R. Wolfe, Valerie F. Reyna, and Charles J. Brainerd 53
3. David Hammer, Andrew Elby, Rachel E. Scherr, and Edward F. Redish (2005).Resources, Framing, and Transfer 89 pdf concept
4. What Coordination Has to Say About Transfer Andrea A. diSessa and Joseph F. Wagner 121
Zie ook dissertatie parnafes http://socrates.berkeley.edu/~oritp/dissertation.pdf 5. Knowledge Representation and Coordination in the Transfer Process Robert Dufresne, Jose Mestre, Thomas Thaden-Koch, William Gerace, and William Leonard 155 (zie Thaden-Koch e.a. 2004, waarvan wel een pdf beschikbaar is http://groups.physics.umn.edu/physed/Talks/ThadenKochPERC2003.pdf en de pdf van de dissertatie van Thaden-Koch http://physics.unl.edu/~rpeg/TTKthesis/TTKthesis091103.pdf
6. Dynamic Transfer: A Perspective from Physics Education Research N. Sanjay Rebello, Dean A. Zollman, Alicia R. Allbaugh, Paula V. Engelhardt, Kara E. Gray, Zdeslav Hrepic, and Salomon F. Itza-Ortiz 217. (Previous paper pdf)
7. Theory, Level, and Function: Three Dimensions for Understanding Transfer and Student Assessment Daniel T. Hickey and James W. Pellegrino 251pdf
8. Reframing the Evaluation of Education: Assessing Whether Learning Transfers Beyond the Classroom Susan M. Barnett and Stephen J. Ceci 295
9. Transfer Between Variants of Mathematics Test Questions Mary E. Morley, René R. Lawless, and Brent Bridgeman 313 [vreselijke tekst, brrrrrr)
10. Transfer of Mathematical Problem-Solving Procedures Acquired Through Physical Science Instruction: When You Don't See It, Why Not? Zbigniew Dziembowski and Nora Newcombe 337 (irrelevant gedoe)
11. How Far Can Transfer Go? Making Transfer Happen Across Physical, Temporal, and Conceptual Space Milton D. Hakel and Diane F. Halpern 357 (ambitieuze titel, komt weinig uit)
12. Transfer of Learning in Informal Education: The Case of Television Shalom M. Fisch, Heather Kirkorian, and Daniel Anderson 371
Willem Smit (15 juli 2011). Realistisch rekenen en transfer. BON forum blog 7821
G. Trelinski (1983). Spontaneous mathematization of situations outside mathematics. Educational Studies in Mathematics, 14, 275-284.
“In this study 223 graduate mathematics students were set the task of creating a mathematical model of a situation from outside mathematics. Their solutions and strategies were analyzed and the results are described. It was clear that the students found the task both difficult and unusual as only nine of them were able to succeed fully. The author draws significant conclusions for the teaching of applying mathematics.”
Trelinsky, abstract
Corte, E. de (Ed.) (1999). On the road to transfer: New perspectives on an enduring issue in educational research and practice. International Journal of Educational Research, 29, 553-654. Themanummer. contents (op die webpagina ook abstracts van de artikelen) (niet specifiek gericht op reken- en wiskundeonderwijs)
Jo Boaler (1993). Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content, context and culture. Educational Studies in Mathematics, 25, 341-373. abstract
Greg A. Perfetto, John D. Bransford and Jeffery J. Franks (1983). Constraints on access in a problem-solving context. Memory & Cognition, 11, 24-31.
Daniel L. Schwartz (1999). Rethinking transfer: Simple proposal with multiple implications. In Review of Educational Research, volume 24, chapter 3, 60-100.
O. Jelsma, J. J. G. van Merriënboer & J. P. Bijlstra (1990). The ADAPT design model: towards instructional control of transfer. Instructional Science 19, 89-120. abstract
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Michelle Hosp, and Deborah Jancek (2003). Explicitly Teaching for transfer: Effects on Third-Grade Students’ Mathematical Problem Solving. Journal of Eduucational Psychology, 95, 293-305.
- “Improvement on near- and far-transfer measures revealed the added contribution of explicitly teaching for transfer.”
Lynn S. Fuchs, Douglas Fuchs, Robin Finelli, Susan J. Courey and Carol L. Hamlett (2004). Expanding Schema-Based transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems. American Educational Research Journal, 41, 419-445. abstract
Mirte S. van Galen & Pieter Reitsma (2011). Transfer effects in children’s recall of arithmetic facts. Cognition and Instruction, 29, 330-348.abstract
- ,i>In the present study, we focus on children who are at the beginning of this process. Our aim was to answer two questions about the organization of arithmetic facts in memory. The first question is whether commutative problems are stored separately: Is there only one representation for both 5 + 2 and 2 + 5 or are the problems represented by two distinct facts in memory? If there is only one representation for both orders, it is expected that practicing 5 + 2 not only leads to an improved performance on 5 + 2, but also to an improved performance on 2 + 5. The same would be true for multiplication; it is expected that practicing 6 × 3 not only leads to an improved performance on 6 × 3, but also to an improved performance on 3 × 6. The second question is whether repeated practice on a small set of addition or multiplication problems leads to positive transfer on other arithmetic facts. Transfer effects for two different categories of arithmetic facts will be evaluated: (a) near transfer problems with one of the operands increased with one unit, for example, 5 + 3 if 5 + 2 was practiced (addition) or 7 × 3 if 6 × 3 was practiced (multiplication); (b) far transfer problems, consisting of other single digit problems. The present question is whether children’s practice on one set of single digit problems leads to an improved performance on another set of single digit problems.
Amy B. Ellis (2007). A taxonomy for categorizing generalizations: Generalizing actions and reflection generalizations.. The Journal of the Learning Sciences, 16, 221-262. abstract
Ference Marton (2006). Sameness and difference in transfer. The Journal of the Learning Sciences, 15, 499-535. abstract
James G. Greeno (2006). Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding transfer. The Journal of the Learning Sciences, 15, 537-547. abstract
Robert L. Goldstone & Ji Y. Son (2005). The transfer of Scientific Principles Using Concrete and Idealized Simulations. The Journal of the Learning Sciences, 14, 69-110. abstract
David Carraher & Analúcia D. Schliemann (2002). The transfer Dilemma. The Journal of the Learning Sciences, 11, 1-24. abstract
Janet L. Kolodner (2002).Analogical and Case-Based Reasoning: Their Implications for Education. The Journal of the Learning Sciences, 11, 123-126. abstract
Catherine A. Clement (2002). Learning With Analogies, Cases, and Computers. The Journal of the Learning Sciences, 11, 127-138. abstract
- On Holyoak and Thagard’s (1995) book, Mental Leaps, Schank and Cleary’s (1994) book, Engines for Education
Analogy and reflective thought. Clearly reasoning with analogies engages students in a high level thinking skill: Drawing a systematic correspondence between disparate domains requires analytic and often creative thought. Further, analogical thinking provides a way for students’ knowledge to be productive, that is, it is a mechanism for existing knowledge to be extended to grasp new situations. However, Holyoak and Thagard point out that when used improperly, analogies can be used to avoid reflective thought about a concept or problem. For example, when students rely on examples to solve problems in such areas as math or physics, they can engage in a kind of mindless pattern matching, in which they map low-level problem elements, and fail to map higher order relations that illuminate the problem. Further, Holyoak and Thagard distinguish good analogies from “intuition pumps,” that do not legitimately support a conclusion and are impossible to justify. Such analogies may “provoke an unreflective judgment.” Educators should be wary that for a student, even a good analogy may be treated as merely an intuition pump. That is, a student may accept either a legitimate or illegitimate analogy without seeking further justification. The analogy may then create an illusory sense of understanding.
Janet L. Kolodner (2002). The “Neat” and the “Scruffy” in Promoting Learning From Analogy: We Need to Pay Attention to Both. The Journal of the Learning Sciences, 11, 139-152. abstract
- On Holyoak and Thagard’s (1995) book, Mental Leaps, Schank and Cleary’s (1994) book, Engines for Education
Together, their models of learning and reasoning can help us understand how reasoning and learning happen, how we might promote better reasoning and transfer, and some of the difficulties we can expect learners to have as they navigate new territory. These two sets of foci, from case-based and analogical reasoning, provide a complementary set of suggestions about educational practice: CBR sets up a big framework of what the learning environment ought to look like, how to orchestrate it, and a set of roles for teachers, peers, and software; analogical reasoning suggests difficulties learners might have and suggests other roles for the teacher and for software. If we take this big picture view seriously as we design curriculum approaches and educational software, our community may indeed be able to have a powerful positive influence on education.
Martin Packer (2001). The problem of transfer, and the sociocultural critique of schooling. The Journal of the Learning Sciences, 10, 493-514.
Shaaron Ainsworth, Peter Bibby & David Wood (2002). Examining the effects of different multiple representational systems in learning primary mathematics. The Journal of the Learning Sciences, 11, 25-61. abstract
Fred G. W. C. Paas en Jeroen J. G. van Merriënboer (1992). Training voor transfer van statistische vaardigheden: toepassing van een vier-componenten instructie-ontwerpmodel. Tijdschrift voor Onderwijsresearch, 17, 17-27. Herdrukt in de laatste jaargang van dit tijdschrift: 2000. Dit tijdschrift is per jaargang gescand beschikbaar op http://objects.library.uu.nl/reader/object_list.php?lan=nl
Fred G. W. C. Paas 91992). Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. Journal of Educational Psychology, 84, 429-434.
Klein experimentje, artikel geeft voorbeelden van gebruikte opgaven. Interessant voor theoretisch kader en discussie.
Jan Terwel, Bert van Oers, Ivanka van Dijk & Pieter van den Eeden (2009). Are representations to be provided or generated in primary mathematics education? Effects on transfer. Educational Research and Evaluation, 15, 25-44. pdf.
Jill H. Larkin (1989). What kind of knowledge transfers? In Lauren B. Resnick (Ed.) (1989). Knowing, learning, and instruction (283-306). Erlbaum.
Dedre Gentner, Jeffrey Loewenstein, and Leigh Thompson (2003). Learning and Transfer: A General Role for Analogical Encoding. Journal of Educational Psychology, 95, 393-408. abstract
Gary D. Phye (2004). Problem-Solving Instruction and Problem-Solving Transfer: The Correspondence Issue. Journal of Educational Psychology, 93, 571-578. abstract
Min Chi and Kurt VanLehn (2010). Accelerated Future Learning via Explicit Instruction of a Problem Solving Strategy. In R. Luckin, K. R. Koedinger, & J. Greer (Eds.), Proceedings of the 13th International Conference on Artificial Intelligence in Education (pp. 409-416). Amsterdam, Netherlands: IOS Press. pdf
Robert L. Goldstone & Samuel B. Day (2012). Introduction to “New Conceptualizations of Transfer of Learning”. Educational Psychologist, 47, 149-152. abstract
Samuel B. Day & Robert L. Goldstone (2012). The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning. Educational Psychologist, 47, 153-176. abstract
“In this article, we review and discuss many of the more important ideas and findings from the existing research and attempt to bridge this body of work with the exciting new research directions suggested by the following articles.rdquo;
Michelene T. H. Chi & Kurt A. VanLehn (2012). Seeing Deep Structure From the Interactions of Surface Features. Educational Psychologist, 47, 177-188. abstract
abstract “Transfer is typically thought of as requiring individuals to “see” what is the same in the deep structure between a new target problem and a previously encountered source problem, even though the surface features may be dissimilar. We propose that experts can “see” the deep structure by considering the first-order interactions of the explicit surface features and the second-order relationships between the first-order cues. Based on this speculative hypothesis, we propose a domain-specific bottom-up instructional approach that teaches students explicitly to focus on deriving the first-order interactions cues and noticing the second-order relationships among the first-order interaction cues. To do so, researchers and instructional designers need to first extract from experienced solvers or experts how they derive such first-order cues. Transfer is assumed to be based on the similarities in the second-order relationships, which are familiar everyday relationships such as equal to, greater than, and so forth..rdquo;
Lindsey E. Richland, James W. Stigler & Keith J. Holyoak (2012). Teaching the Conceptual Structure of Mathematics. Educational Psychologist, 47, 189-203. pdf
Liesbeth Kester, Fred Paas and Jeroen J. G. van Merriënboer (2010). Instructional control of cognitive load in the design of complex learning environments. In Jan L. Plass, Roxana Moreno & Roland Brünken (Eds.) (2010). Cognitive Load Theory (109-130, zie sectie 'The transfer paradox' 116-118). Cambridge University Press. pdf
P. R. J. Simons (1999). Transfer of learning: paradoxes for learners. International Journal of Educational Research, 31, 577-589. pdf
John D. Bransford & Daniel L. Schwartz (). Rethinking transfer: A simple proposal with multiple implications. In A. Iran-Nejad & P. D. Pearson: Review of Research in Education, vol. 24, chapter 3 pp 61-100. [AERA Review of Research Award Winner 2001]
J. H. Gunning Wz. (1925). Welke houding moet een cooruitstrevend onderwijzer aannemen tegenover nieuwe theorieën en praktijken? Naar het Engels van Stuart Grayson Noble. Paedagogische Studiën, maandblad voor onderwijs en opvoeding, 6, 53-60. Herdrukt in Pedagogische Studiën, 90 nr 6, 31-36 (jubileumnummer). jaargang 1925 volledig lezen
Dan komt de schr. aan de veelbesproken kwestie van de zgn. ‘formeele vorming’ of ‘transfer’. Zooals wij weten, verstaat men daaronder de kwestie, of de menschelijke geestelijek vermogens ook kunnen geoefend worden zonder betrekking tot het onderwerp der oefening, anders gezegd, of een vaardigheid, aan één object verworven, ook profijt oplevert voor een andere oefening op een ander onderwerp.
Stephen K. Reed (2011). Learning by Mapping Across Situations. The Journal of the Learning Sciences online first pdf
Stephen Reed is een cognitief psycholoog uit de onderzoekgroep van Herbert Simon in de zeventiger jaren, als ik dat zo mag noemen. Hij onderzoekt in dit artikel in hoeverre constructivistische theorieën en situationistische iets hebben bij te dragen of toe te voegen aan mainstream cognitive psychology. Als ik het goed begrijp. Ik heb het artikel diagonaal doorgenomen, en ik moet zeggen dat ik niet begrijp waar Reed het over heeft. De reden is niet dat de theorie moeilijk is, maar dat ik veel te veel vraagtekens moet zetten, al lezende in dit artikel. Het hele idee van kaarten (dat is Nederlands voor mapping) van het ene contextprobleem naar een ander contextprobleem iets simpels zou zijn, wil er bij mij niet in. Lees een beetje wetenschapsgeschiedenis, en kom talrijke mappings tegen: waar een methode of inzicht uit een totaal ander wetenschapsgebied is overgenomen en bijzonder vruchtbaar blijkt. Ronald Giere heeft er een heel boek aan gewijd. Succes voor het idee van kaarten, toch? Nee, helemaal niet, want deze prachtige transfer gebeurt bepaald niet op het eerste moment dat die transfer in theorie mogelijk is, maar mogelijk pas decennia later. Vandaar. In schoolse situaties zijn die situaties zelf een belangrijke factor die transfer kan afdwingen door nabijheid, hints, whatever, evenals in het laboratorium. Maar dat geeft een te simpel beeld van transfer over totaal verschillende situaties heen.
- The following examples present a brief overview of several challenges to the cognitive perspective by theorists working within alternative perspectives. This overview has two purposes. First, it highlights differences between the cognitive and alternative perspectives. Second, it provides cases within the alternative perspectives that I later analyze within the mapping-across-situations framework. Although transfer is multifaceted and there are differences among perspectives, there are also commonalities among transfer situations. The mapping-acrosssituations framework explores these commonalities and extends them to other learning situations that do not involve transfer.
- Reed gebruikt de volgende klassieke publicaties uit het alternatieve circuit: Situated Perspective: Lave (1988); Gibsonian Perspective: Greeno et al. (1993); Transfer-in-Pieces Perspective: Wagner (2010); Actor-Oriented Perspective: Lobato (2008); Framing Perspective: Engle (2006).
(1881 edition) Locke's conduct of the understanding. Oxford, At the Clarendon Press. With introduction, notes etc by Thomas Fowler. An early use of the term ‘transfer’ tweet
Andrew Davis (1998) The Limits of Educational Assessment. Oxford: Blackwell. isbn 0631210202. Special Issue: The limits of educational assessment. Journal of Philosophy of Education, 32(1), 1-155. full contents
Chapter 6. Transfer, abilities and rules. 87-120
- Part VI: Transfer, Abilities and Rules.
- Psychometrics, trait discourse and transfer.
- Induction, powers and dispositions.
- Vagueness and fuzzy borders.
- Classification: substances and their dispositional properties.
- Situated cognition theory.
- Abilities, competencies, traits and skills.
- Psychometrics and traits.
- Mathematical performances and similarity judgements.
- Is arithmetic a special case?
- Wittgenstein rule-following considerations and a possible sceptical argument.
- Rules revisited.
- Algorithms.
- What follows from scepticism about fine-grained transfer of cognitive achievement?.
Stellan Ohlsson (1987). Transfer of Training in Procedural Learning A Matter of Conjectures and Refutations? In Leonard Bolc (Ed.) Computational Models of Learning pp 55-88 preview
Timothy J. Nokes & Stellan Ohlsson (2001). How is Abstract, Generative Knowledge Acquired? A Comparison of Three Learning Scenarios. In Johanna D. Moore & Keith Stenning: The Twenty Third Annual Conference of the Cognitive Science Society. Erlbaum pdf
Shawn Cole, Anna Paulson and Gauri Kartini Shastry (2016). High School Curriculum and Financial Outcomes: The Impact of Mandated Personal Finance and Mathematics Courses. The Journal of Human Resources abstract
Edward L. Thorndike (1920?). The influence of improvement in one mental function upon the efficiency of other functions. Ch. xviii in Educational psychology: briefer course. hathitrust.org
Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group Giovanni Sala1 & Fernand Gobet open access
http://www.benwilbrink.nl/projecten/transfer.htm http://goo.gl/Sa8h1