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      When and where do we apply what we learn?: A taxonomy for far transfer.

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      Psychological Bulletin

      American Psychological Association (APA)

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          Abstract

          Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of "apples and oranges." They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.

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          Most cited references 57

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          Encoding specificity and retrieval processes in episodic memory.

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            The role of theories in conceptual coherence.

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              How much does schooling influence general intelligence and its cognitive components? A reassessment of the evidence.

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                Author and article information

                Journal
                Psychological Bulletin
                Psychological Bulletin
                American Psychological Association (APA)
                1939-1455
                0033-2909
                2002
                2002
                : 128
                : 4
                : 612-637
                Article
                10.1037/0033-2909.128.4.612
                12081085
                © 2002

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