The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice

By Joanne Lobato. 2012

186 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/887fa27996e52e5aa13c2dabe9edb6093ccadbd5

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In Developmental and Educational Psychology

In Human Factors and Ergonomics

Citations in the corpus

What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills (2019, background): “Instead of dealing with the difficulty from the experts’ predefined point of view, we focused on the difficulty as it appears in students’ performance (see actor-oriented theory by Lobato 2012).”
Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education (2020, background): “…learning challenges (i.e., preparation for future learning; Belenky & Nokes-Malach, 2012; Bransford & Schwartz, 1999), as well as arguments that any e ﬀ ects of prior knowledge on activity in a new context should be considered examples of transfer (i.e., actor-oriented transfer; Lobato, 2012).”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “…training (Schwartz et al., 2012/this issue), comparison-based training (Richland et al., 2012/this issue), actor-oriented approaches (Lobato, 2012/this issue), taking advantage of well-grounded perception and action processes (Day & Goldstone, 2012/this issue), and explicit framings…”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “In the examples of negative transfer, it seems safe to say that students gave wrong answers—but wrong answers from whose perspective? In many cases, it is not so clear that a transfer is negative (Lobato, 2003 , 2012 /this issue).”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “…cases in which expansive framing has been shown to relate to subsequent transfer, which would be documented not just with formal assessments but also by examining subsequent activity after instruction for evidence of students using what they had learned in their own ways (Lobato, 2012/this issue).”
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “This illustrates “backward transfer,” where dealing with the current situation leads to revisionary adaptations in a prior conception (Hohensee, as cited in Lobato, 2012/this issue).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Lobato and her colleagues (eg, Lobato, 2012 /this issue; Lobato & Seibert, 2002 ) have done work addressing two of the major issues raised by Lave—the emphasis in transfer research on conforming to expert knowledge, and the reliance on simple “two problem” transfer designs.”
Spontaneous Focusing on Quantitative Relations in the Development of Children's Fraction Knowledge (2014, background): “, 2006), while many opportunities to practice and further develop recently learnt skills occur during situations that are informal and unguided (Ericsson, 2006; Lehtinen & Hannula, 2006; Lobato, 2012).”