The trouble with transfer: insights from microgenetic changes in the representation of numerical magnitude.
The trouble with transfer: insights from microgenetic changes in the representation of numerical magnitude.
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转移的麻烦：从数值大小表示中的微观遗传变化的见解。
DOI：
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发表时间：
2008
影响因子：
4.6
通讯作者：
Clarissa A. Thompson
中科院分区：
文献类型：
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作者：
John E Opfer;Clarissa A. Thompson
Spontaneous transfer of learning is often difficult to elicit. This finding may be widespread partly because pretests proactively interfere with transfer. To test this hypothesis, 7-year-olds' transfer was examined across 2 numerical tasks (number line estimation and categorization) in which similar representational changes have been observed. As predicted, children given feedback on numerical estimates learned to use a linear representation of numerical quantity instead of a logarithmic one, but providing practice on a categorization pretest led children to continue using a logarithmic representation on the same task, which they otherwise abandoned with surprising frequency. These findings imply unsupervised practice of inappropriate representations impedes transfer, and studies of learning can greatly underestimate children's potential for transfer if pretest effects are uncontrolled.
影响因子：
4
作者：
Booth, JL;Siegler, RS
通讯作者：
Siegler, RS
影响因子：
4.6
作者：
Siegler, RS;Booth, JL
通讯作者：
Booth, JL