Transfer between different contexts: Comparing interactive and non-interactive training
Chen, Bernard H.
Lane, David M.
Master of Arts
This study attempted to replicate the findings of one such case of far transfer by Fong and Nisbett (1986) in order to support the position that far transfer can be reliably achieved. The requirements for transfer, in terms of superficially and structurally similar elements, are stated, leading to a hypothesis that interactive training will lead to higher rates of transfer. Ninety-four undergraduate students from Rice University were assigned to three training groups, a non-interactive Expository group, an interactive Interactive-Simulation group, and an observational, Passive-Simulation group. A one-week delay was also used. Transfer of training was found, although Interactive training did not lead to higher scores than Expository training. Several factors that influenced the likelihood of transfer are identified and discussed. Additional considerations are also made regarding features of training that emphasize generalizability.
Educational psychology; Cognitive psychology; Education; Curriculum development; Instructional design