Sameness and Difference in Transfer

By F. Marton. 2006

246 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6923e83afb86c55fa7a5cabe4cbc9cbec15ad171

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Facilitating Flexible Problem Solving: A Cognitive Load Perspective (2010, background): “…Erasmus University Rotterdam, Rotterdam, The Netherlands e-mail: paas@fsw.eur.nl only narrow training for specific routine skills may not be sufficient for developing students' abilities to face new problems in efficient ways (Bransford and Schwartz 1999; Goldstone and Sakamoto 2003; Marton 2006).”
Seeing Deep Structure From the Interactions of Surface Features (2012, unknown): “Likewise, Marton (2006) stated that “transfer is about how what is learned in one situation [initial learning] affects or influences what the learner is capable of doing in another [subsequent] situation” (p. 499).”
Productive Failure (2006, unknown): “In fact, the contrasting-case design is a special case of a more general argument from discernability on the nature of learning and transfer (Garner, 1974; Marton, 2006; Mestre, 2005; Schwartz & Bransford, 1998).”
Transfer of Learning Transformed. (2013, background): “However, Marton (2006) maintained that it is the contrasts that matter: “In order for the learner to perceive similarity, the learner must also have previously experienced something it differs from.”
A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations (2007, background): “For instance, Lobato (2006) describes transfer as the influence of learners’ prior activities on their activity in novel situations, whereas Marton (2006) addresses transfer in terms of how learning in one situation affects or influences what the learner is capable of doing in an- other situation,…”
Productive failure in mathematical problem solving (2010, background): “…by students from the ill-structured groups (who solved illstructured problems collaboratively followed by wellstructured problems individually) helped them discern (Marton, 2007) how to structure an ill-structured problem, thereby facilitating a spontaneous transfer of problemsolving skills.”
Shedding light on and with example spaces (2008, background): “Learners who are aware of looking for what is the same and what is different as a learning and problem solving strategy (Brown and Coles 2000; Marton 2006) develop rich and extended example spaces, while those who try to master the examples they are given as templates are condemned to a restricted a”
Middle-School Science Students’ Scientific Modelling Performances Across Content Areas and Within a Learning Progression (2013, background): “In addition, the evaluation of transfer, near or far, highly depends on one’s belief on what learning is (Lave, 1988; Marton, 2006) and, hence, on the assessment tools (Bransford & Schwartz, 1999; Schwartz, Bransford,”
Effects of Small-Group Learning on Transfer: a Meta-Analysis (2015, background): “Comparing the similarities and differences between various examples pushes students to notice and differentiate contrasting features (Bransford and Schwartz 1999; Gick and Holyoak 1983; Marton 2006; Schwartz and Bransford 1998).”
Comparing Learning From Productive Failure and Vicarious Failure (2014, background): “After all, learning is in part a function of whether a learner is able to see the similarities and differences between his or her prior knowledge and the target knowledge (Lehtinen & Hannula, 2006; Marton, 2006).”