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ERIC Number: ED413419
Record Type: RIE
Publication Date: 1997
Pages: 15
Abstractor: N/A
Do Learning Strategies Affect Adults' Transfer of Learning?
Wang, Nina; Taraban, Roman
A study of 113 graduate students in a college of education explored how readily they would apply their knowledge about transfer of learning to a personally relevant teaching task. One group practiced integration; participants were asked to think about concepts they were learning in terms of the three elements of the integration strategy. A second group practiced encapsulation; participants visualized concepts they were learning. Members of a third group were encouraged to reread and review earlier presented text and apply their own preferred learning strategy to learn concepts within the text. Participants read a short text on general issues of applying classroom learning to work and then answered several multiple-choice questions about the text. They then practiced one of the three strategies and applied it to a new text about the role of transfer. Finally, they took a multiple-choice test to measure their knowledge of the concepts in the text and were asked to apply the concepts to a teaching situation of their choice. The hypothesis was that practicing the integration strategy would cause more transfer. Findings from the one-sample t-tests indicated the participants knew about transfer after reading the passage about transfer and transferred this knowledge to the applied teaching task. There was no evidence of differential transfer effects that resulted from practicing different learning strategies. (Contains 12 references and instruments.) (YLB)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A