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

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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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Teaching critical thinking for transfer across domains. Dispositions, skills, structure training, and metacognitive monitoring.

Scott D Halpern (1998)

Advances in technology and changes in necessary workplace skills have made the ability to think critically more important than ever before, yet there is ample evidence that many adults consistently engage in flawed thinking. Numerous studies have shown that critical thinking, defined as the deliberate use of skills and strategies that increase the probability of a desirable outcome, can be learned in ways that promote transfer to novel contexts. A 4-part empirically based model is proposed to guide teaching and learning for critical thinking: (a) a dispositional component to prepare learners for effortful cognitive work, (b) instruction in the skills of critical thinking, (c) training in the structural aspects of problems and arguments to promote transcontextual transfer of critical-thinking skills, and (d) a metacognitive component that includes checking for accuracy and monitoring progress toward the goal.

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Bootstraps taxometrics. Solving the classification problem in psychopathology.

P E Meehl (1995)

Classification in psychopathology is a problem in applied mathematics; it answers the empirical question "Is the latent structure of these phenotypic indicator correlations taxonic (categories) or nontaxonic (dimensions, factors)?" It is not a matter of convention or preference. Two taxometric procedures, MAMBAC and MAXCOV-HITMAX, provide independent tests of the taxonic conjecture and satisfactorily accurate estimates of the taxon base rate, the latent means, and the valid and false-positive rates achievable by various cuts. The method requires no gold standard criterion, applying crude fallible diagnostic "criteria" only in the phase of discovery to identify plausible candidate indicators. Confidence in the inference to taxonic structure and numerical accuracy of latent values is provided by multiple consistency tests, hence the term coherent cut kinetics for the general approach. Further revision of diagnostic systems should be based on taxometric analysis rather than on committee decisions based on clinical impressions and nontaxometric research.