When and where do we apply what we learn? A taxonomy for far transfer.

By Susan M. Barnett, S. Ceci. 2002

2,024 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, General Decision Sciences, History and Philosophy of Science

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Citations in the corpus

Continual Lifelong Learning with Neural Networks: A Review (2018, background): “Transfer Learning Transfer learning refers to applying previously acquired knowledge or skill in one domain to solve a problem in a novel domain (Barnett and Ceci, 2002; Pan and Yang, 2010; Holyoak and Thagard, 1997).”
The hardware lottery (2020, background): “Our brains are able to ﬁne-tune and retain skills across our lifetime (Benna & Fusi, 2016; Bremner et al., 2013; Stein et al., 2004; Tani & Press, 2016; Gallistel & King, 2009; Tulving, 2002; Barnett & Ceci, 2002).”
The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…to make sense of the enormous transfer literature (spanning at least a century), an operational deWnition of “transfer” has not been widely accepted (Barnett & Ceci, 2002; Klahr, 2005b) and as Kuhn (2005a) notes, “evaluations of transfer depend on one’s conception of the competency that is…”
Debiasing Decisions (2015, background): “Several studies have shown that people do not apply their training to unfamiliar and dissimilar domains because they lack the necessary metacognitive strategies to recognize underlying problem structure (for reviews, see Barnett & Ceci, 2002; Reeves & Weisberg, 1994; Willingham, 2008).”
Learning, attentional control and action video games (2012, background): “This spec-iﬁcity has been seen in every sub-ﬁeld of psychology that focuses on learning — for example, motor learning [20], expertise [21], memory [22], and education [23] (Figure 1).”
Scalable game design and the development of a checklist for getting computational thinking into public schools (2010, background): “Of course, we know that transfer does not just happen [25].”
The Knowledge-Learning-Instruction Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning (2012, background): “…it lasts over time (long-term retention), transfers to new situations that differ from the learning situation along various dimensions (e.g., material content, setting, cf., Barnett & Ceci, 2002; Chen & Klahr, 2008), or accelerates future learning in new situations (Bransford & Schwartz, 1999).”
Action video game training for cognitive enhancement (2015, result): “And although it is true that nearly all humans will show clear improvements on an extensively practiced task, it is typically the case that little to no benefits of this training are seen on new tasks — even if the new tasks appear on the surface to be quite similar to the highly practiced task [3–5”
Transfer in Pieces (2006, background): “Barnett and Ceci (2002) concluded that a century of research on transfer has made little progress to resolving its fundamental questions, whereas Schoenfeld (1999) identified it as one of the major challenges of educational theory in the 21st century.”
Training Perceptual-Cognitive Skills: Can Sport Psychology Research Inform Military Decision Training? (2008, background): “…the specificity of events within the target domain suggests the degree of transfer from these situations to the real world would be far greater than from some hypothetical paper-and-pencil test (see Barnett & Ceci, 2002; Barnett, Ross, Schmidt, & Todd, 1973; Bransford, Brown, & Cocking, 1999).”
Recent trends in machine learning for human activity recognition—A survey (2018, background): “Barnett and Ceci (2002) provided taxonomy of features that influences transfer learning in humans.”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “Presenting these relations as word problems requires learners to apply knowledge learned through enactment in a " real world " gaming context in an formal academic context and hence involve transfer across contexts (Barnett & Ceci, 2002).”
Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens (2013, background): “Repetition and adding visual and auditory cues tend to enhance transfer of learning (Barnett & Ceci, 2002; Hayne, 2006), presumably due to an increase in the availability of retrieval cues.”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Indeed, Barnett and Ceci ( 2002 ) have developed a fairly comprehensive taxonomy of the many ways in which learning and transfer situations may differ from one another.”