Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning
By Daniel L. Schwartz, Catherine C. Chase, John D. Bransford. 2012
122 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/d9a5b005f18a68a696268713938a6d76853e0566
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Xenia S. Meyer
- Sarah E. Nix
- Diane P. Lam
- D. Perkins
- G. Salomon
- Randi A. Engle
- Stephen K. Reed
- D. Larsen-Freeman
In Education
- Xenia S. Meyer
- Sarah E. Nix
- Diane P. Lam
- D. Perkins
- G. Salomon
- Randi A. Engle
- Stephen K. Reed
- D. Larsen-Freeman
Citations in the corpus
- How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “By itself, then, expansive framing can lead to overgeneralization (Engle, 2006b) or what is also called “negative transfer” (see also Schwartz et al., 2012/this issue).”
- Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “Schwartz, Chase, and Bransford ( 2012 /this issue) contrast routine transfer with adaptive transfer, which involves not just applying but adapting and revising prior knowledge in the context of transfer.”