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- Vol 2 TE: App B
transfer of learningpositive transfernegative transfernear transferfar transferlow-road transferhigh-road transfermetacognitive bridgingEncyclopedia entry Evidence summaryAt a glance
Perkins and Salomon define transfer as prior learning enhancing or undermining performance in another context. They distinguish positive from negative transfer and near transfer from applications that differ substantially from the learning situation.
Key ideas
Research often finds weak spontaneous far transfer, but the authors argue that results depend on the mechanisms and instructional conditions involved. Low-road transfer is relatively automatic: extensive, varied practice makes a well-learned routine likely to be triggered by similar features. High-road transfer is effortful and mindful: learners abstract a principle, search for connections, and deliberately apply it, either anticipating future uses or looking backward for relevant prior knowledge. Teaching can support both processes. “Hugging” makes learning resemble intended applications through realistic practice, simulation, and varied examples; “bridging” prompts comparison, abstraction, analogy, planning, and metacognitive reflection.
Why it matters
For educators, transfer should be designed and assessed explicitly rather than assumed. Rich transfer is most likely when students practise across contexts and also articulate the deeper structures that connect those contexts.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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