Knowledge to Go: A Motivational and Dispositional View of Transfer

Autor/inn/en	Perkins, David N.; Salomon, Gavriel
Titel	Knowledge to Go: A Motivational and Dispositional View of Transfer
Quelle	In: Educational Psychologist, 47 (2012) 3, S.248-258 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2012.693354
Schlagwörter	Prior Learning; Epistemology; Transfer of Training; Cognitive Processes; Learning Strategies; Teaching Methods; Learning Motivation; Higher Education; Mathematics Education; Thinking Skills; Educational Psychology + Suchen Sie Ihr Suchwort? Vorkenntnisse; Erkenntnistheorie; Training; Transfer; Ausbildung; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematische Bildung; Denkfähigkeit; Erziehungspsychologie; Pädagogische Psychologie
Abstract	We synthesize ideas from the foregoing articles in this special issue and from the broader literature on transfer to explore several themes. In many ordinary life circumstances, transfer proceeds easily, but formal learning often shows much less transfer than educators would like, making failure to transfer a focus of investigation. Transfer, like any complex cognitive performance, benefits from motivational and dispositional drivers, an aspect of transfer not much discussed in these articles but inviting attention. Episodes of transfer can be analyzed according to a detect-elect-connect model: detecting a potential relationship with prior learning, electing to pursue it, and working out a fruitful connection. These three "bridges" are somewhat independent; ways in which each of them succeed and fail are detailed, drawing on the contributed articles and the broader literature. Finally, insights from this collection of articles and elsewhere put educators in a position to teach for transfer more effectively, but shifts of mind-set about the nature of knowledge and learning are required. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10