Interference During Learning as a Sources of Facilitation in Subsequent Retention and Transfer.

Autor/in	Battig, William F.
Institution	Colorado Univ., Boulder. Inst. for the Study of Intellectual Behavior.
Titel	Interference During Learning as a Sources of Facilitation in Subsequent Retention and Transfer.
Quelle	(1972), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Processes; Learning; Learning Processes; Learning Theories; Memory; Psychological Studies; Retention (Psychology); Transfer of Training + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Lernen; Learning process; Lernprozess; Learning theory; Lerntheorie; Gedächtnis; Merkfähigkeit; Training; Transfer; Ausbildung
Abstract	The author's stated purpose is to convince the reader that there is practical and theoretical importance in a general principle whereby the greater the amount of interference present during the initial learning of a particular task, the better the subsequent retention to new situations. The author attempts to convince the reader with empirical data showing that interference during learning facilitates subsequent retention or transfer, and also attempts to describe this relationship in a way that makes good intuitive sense. On the basis of the empirical evidence presented, it is concluded that these psychological experiments on the effects of intratask interference during original learning on subsequent retention or transfer, leaves no alternative but to take seriously the facilitative nature of these effects. The need is also expressed for research conducted in educational and applied-learning settings, rather than the psychological laboratory, to determine whether the principle can in fact be generalized to nonlaboratory situations. (BW/Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01