@incollection{gray87chptr,
title = {Transfer of Cognitive Skills},
author = { Wayne D. Gray and J. Orasanu},
editor = {Cormier, S. and Hagman, J.},
year = {1987},
date = {1987-01-01},
booktitle = {Transfer of learning: Contemporary research and applications},
pages = {183--215},
publisher = {Academic Press},
address = {San Diego, CA, USA},
abstract = {(from the chapter) discuss the transfer of complex cognitive skills, such as text editing, with an emphasis on the relationship between transfer and learning comparing the cognitive science approach to transfer with the older verbal learning tradition transfer themes from problem space approaches.},
keywords = {Cognitive Ability, Learning, Learning & Memory, Transfer},
pubstate = {published},
tppubtype = {incollection}
}
(from the chapter) discuss the transfer of complex cognitive skills, such as text editing, with an emphasis on the relationship between transfer and learning comparing the cognitive science approach to transfer with the older verbal learning tradition transfer themes from problem space approaches.
@article{postman77jephlm,
title = {Maintenance of prior associations and proactive inhibition},
author = { L. Postman and Wayne D. Gray},
year = {1977},
date = {1977-01-01},
journal = {Journal of Experimental Psychology: Human Learning and Memory},
volume = {3},
number = {3},
pages = {255--263},
abstract = {Manipulated the method of transfer learning in a study of proactive inhibition using 160 undergraduates. Under the accretion condition, Ss recalled 1st-list along with 2nd-list responses in the transfer phase; under the substitution condition, they recalled only the 2nd-list responses. These procedures were used under the A-B, A-D and A-B, C-D paradigms. Control Ss learned a single list. Retention tests were given either immediately or 1 wk after the end of learning. Speed of transfer learning did not differ under the 2 conditions of practice. Long-term retention of the 2nd list was significantly higher after accretion than after substitution learning for both paradigms. The accretion Ss were also superior in accuracy of list identification. Results suggest that the joint recall of the 2 lists during transfer increases list differentiation and reduces competition between alternative sets of responses on the retention test.},
keywords = {Learning and Memory, Proactive Inhibition, Transfer},
pubstate = {published},
tppubtype = {article}
}
Manipulated the method of transfer learning in a study of proactive inhibition using 160 undergraduates. Under the accretion condition, Ss recalled 1st-list along with 2nd-list responses in the transfer phase; under the substitution condition, they recalled only the 2nd-list responses. These procedures were used under the A-B, A-D and A-B, C-D paradigms. Control Ss learned a single list. Retention tests were given either immediately or 1 wk after the end of learning. Speed of transfer learning did not differ under the 2 conditions of practice. Long-term retention of the 2nd list was significantly higher after accretion than after substitution learning for both paradigms. The accretion Ss were also superior in accuracy of list identification. Results suggest that the joint recall of the 2 lists during transfer increases list differentiation and reduces competition between alternative sets of responses on the retention test.
