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The current study examined the acquisition, retention, and transfer effects of a motor program. Children with autism spectrum disorder participated in a 9-week program that targeted 13 fundamental motor skills based upon the Test of Gross Motor Development-3. Assessments were conducted before and after the program, as well as at 2-month follow-up. Significant improvements were found on not only the trained fundamental motor skills (acquisition) but also the untrained tasks on balance (transfer). The follow-up tests revealed continuous improvement on the trained locomotor skills (retention), as well as the untrained skills on balance (retention + transfer). These findings highlight the importance of continuous support and long-term participation on motor practices. [ABSTRACT FROM AUTHOR]

Perceptual learning (PL) has shown promise in enhancing residual visual functions in patients with age-related macular degeneration (MD), however it requires prolonged training and evidence of generalization to untrained visual functions is limited. Recent studies suggest that combining transcranial random noise stimulation (tRNS) with perceptual learning produces faster and larger visual improvements in participants with normal vision. Thus, this approach might hold the key to improve PL effects in MD. To test this, we trained two groups of MD participants on a contrast detection task with (n = 5) or without (n = 7) concomitant occipital tRNS. The training consisted of a lateral masking paradigm in which the participant had to detect a central low contrast Gabor target. Transfer tasks, including contrast sensitivity, near and far visual acuity, and visual crowding, were measured at pre-, mid and post-tests. Combining tRNS and perceptual learning led to greater improvements in the trained task, evidenced by a larger increment in contrast sensitivity and reduced inhibition at the shortest target to flankers' distance. The overall amount of transfer was similar between the two groups. These results suggest that coupling tRNS and perceptual learning has promising potential applications as a clinical rehabilitation strategy to improve vision in MD patients.

Copyright of African Journal of Reproductive Health is the property of Women's Health & Action Research Centre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Simulation is accepted as an effective method of learning procedural skills. However, the translational outcomes of skills acquired through simulation still warrants investigation. We designed this study to assess if skills laboratory training in addition to bedside learning (intervention group [IG]) would provide better learning results than bedside learning alone (control group [CG]) in the context of venipuncture training. This prospective, cluster-randomized, single-blind study took place at the Faculty of Medicine, University of Kelaniya, Sri Lanka. Seventeen clusters of second-year medical students were randomly assigned to either IG or CG. The IG trained on venipuncture in the skills laboratory, receiving instruction after modified Payton's Four Step Method. Following the training, students of both IG and CG underwent bedside learning for one month. Afterward, students of both groups performed venipuncture on actual patients in a clinical setting. An independent, blinded assessor scored students' performance using the Integrated Procedural Protocol Instrument (IPPI) and a checklist. Patients assessed students' performance with the Communication Assessment Tool (CAT). Eight and nine clusters were randomized to the intervention and control groups, respectively. IG completed significantly more single steps of the procedure correctly (IG: 19.36 ± 3.87 for checklist items; CG: 15.57 ± 4.95; p < 0.001). IG also scored significantly better on IPPI ratings (median: IG: 27 (12) vs. CG: 21 (8); p < 0.001). Rated by patients, students' communication skills did not significantly differ between the two groups. Simulation-based venipuncture training enabled students to perform the procedure on actual patients with a higher technical accuracy than students who learned venipuncture at the bedside. Students were able to transfer the skills acquired through venipuncture training at the skill laboratory to the bedside. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore how shadowing has been applied as a method for principal development in China, in terms of its aims, the procedure and the transfer of learning. Four shadowing programmes countrywide were selected. The information on the experience of the participants, providers and mentors from high-performing site schools was obtained using semi-structured interviews. A total of 16 programme participants, 4 providers and 4 mentors from high-performing site schools were involved. This study presents a comprehensive picture of the use of shadowing as a method for principal development in China by exploring individuals who were directly involved in the shadowing programmes, and by bridging leadership learning to leadership practice stressing on transfer of learning upon completion of the programmes. The research found that learning by shadowing transferred into some positive changes in participants, at both cognitive and practical levels, when they shadow in high-performing schools. However, orientations for learning and relationships during learning were weakly established in most of the programmes, which could hardly support participants to internalise and contextualise their learning into practice for strategic or systematic changes. [ABSTRACT FROM AUTHOR]

Purpose: The present study investigates to what extend de-contextualized practice is necessary to acquire technical skills in developmental soccer training. Typically, open play is considered beneficial for acquiring tactical skills, whereas specific drills are used to support the development of technical skills like passing and shooting. Therefore, a field-based study was designed to investigate the effectiveness of a Nonlinear Pedagogy (NP) approach in contrast to a classical Deliberate Practice approach to improve passing performance in young developmental soccer players. Method: Forty young male players (age 10 ± 1 years) were randomly assigned to three groups (PLAY, PRACTICE, and CONTROL). The PRACTICE group performed classical passing drills, whereas the PLAY group underwent a NP training regime. Passing skill was assessed before and after a 5-week training program using a standardized passing test according to the German Football Association. Additional retention testing was performed 5 weeks later. Results: The results indicated that, although the test design showed no specificity to the learning environment of the PLAY group, both groups improved passing skills after training, but the PLAY group displayed better results during retention testing (PRACTICE: p = 0.004, d = 0.48; PLAY: p = 0.001, d = 0.53) compared to the PRACTICE group. These findings are suggestive of general transfer learning in dynamic learning environments. Conclusion: The findings indicate that even when there is an emphasis on "technical skill" enhancement, more effective improvement in young development players may be observed through dynamic learning environments. Consequently, this study encourages coaches to design training regimes that afford players to train as they play. [ABSTRACT FROM AUTHOR]

Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multilist foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters. [ABSTRACT FROM AUTHOR]

All anatomical educators hope that students apply past training to both similar and new tasks. This two‐group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10‐week‐long course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p < 0.001). The best predictor of final transfer performance was students' retention performance after 10 sessions, β = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, β = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater "visual activity" when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning. [ABSTRACT FROM AUTHOR]

Abstract We aimed to investigate transfer of learning, whereby previously acquired skills impact new task learning. While it has been debated whether such transfer may yield positive, negative, or no effects on performance, very little is known about the underlying neural mechanisms, especially concerning the role of inhibitory (GABA) and excitatory (Glu) (measured as Glu + glutamine (Glx)) neurometabolites, as measured by magnetic resonance spectroscopy (MRS). Participants practiced a bimanual coordination task across four days. The Experimental group trained a task variant with the right hand moving faster than the left (Task A) for three days and then switched to the opposite variant (Task B) on Day4. The control group trained Task B across four days. MRS data were collected before, during, and after task performance on Day4 in the somatosensory (S1) and visual (MT/V5) cortex. Results showed that both groups improved performance consistently across three days. On Day4, the Experimental group experienced performance decline due to negative task transfer while the control group continuously improved. GABA and Glx concentrations obtained during task performance showed no significant group-level changes. However, individual Glx levels during task performance correlated with better (less negative) transfer performance. These findings provide a first window into the neurochemical mechanisms underlying task transfer.

The four-component instructional design model (4C/ID) is actively used in the field of education abroad; however, there are only some scientific publications describing the experience of its application in the realities of Russian higher education. An overview of the instructional design using the 4C/ID model and an analysis of the experience of its application in the field of higher education on the example of three cases described in the scientific literature, corresponding to different subject areas (information technology, the humanities, medicine), are provided. General scientific theoretical methods of analysis, synthesis, and classification were applied; international and Russian databases (Scopus, Web of Science, eLibrary) as the base of scientific sources were used. The history of the development of the model has been reconstructed. Constructivism and social constructivism, cognitive apprenticeship, integrated learning, cognitive load theory, and transfer learning ideas are the essential theoretical foundations for 4C/ID. The four main components of the model are described: learning tasks, supportive information, part-task practice, and procedural information. Ten instructional design steps are reconstructed that sequentially develop these constituent elements and their relationships. The advantages, disadvantages, limitations of this model are analyzed and described. Recommendations for designers and teachers related to the model's features are formulated. The results obtained can contribute to developing the practice of learning design and the adaptation of modern models of instructional design in Russian universities.

Psychology is one of the seven hub sciences, which involves great responsibility for psychologists but also great opportunities for both psychologists and other scholars; that was the theme of the 17th European Congress of Psychology organized by the Slovenian Psychologists’ Association. This article contains a detailed example of how psychology functions as a hub science today. The research topic finds its origin in the seemingly unrelated discipline of classics. Latin and Ancient Greek have been taught in Europe for centuries, and even today there are many pupils in secondary education who study them. This custom does not go uncriticized, as the classical languages are often perceived as irrelevant in the modern world. Classicists have therefore been forced, and continue to be forced, to defend the very existence of their discipline. One of the arguments they have adduced, is that the study of classical languages has a beneficial impact on pupils’ linguistic and general cognitive abilities. This claim is closely related to the general issue of transfer of learning which has long preoccupied philosophers and psychologists. The only way to verify such a claim, is to resort to a psychological approach. This article presents the first fully elaborated theoretical framework for the cognitive impact of classical language education, which paves the way for sound and rigorous research on this topic. The framework starts from cognitive transfer as a central construct and goes on to combine insights from various psychological and non-psychological literatures. As such, a fruitful interaction comes about: Not only does psychology contribute to classical language impact research, the latter will also enrich cognitive psychology and psycholinguistics by broaching new terrain.

We aimed to investigate transfer of learning, whereby previously acquired skills impact new task learning. While it has been debated whether such transfer may yield positive, negative, or no effects on performance, very little is known about the underlying neural mechanisms, especially concerning the role of inhibitory (GABA) and excitatory (Glu) (measured as Glu + glutamine (Glx)) neurometabolites, as measured by magnetic resonance spectroscopy (MRS). Participants practiced a bimanual coordination task across four days. The Experimental group trained a task variant with the right hand moving faster than the left (Task A) for three days and then switched to the opposite variant (Task B) on Day4. The control group trained Task B across four days. MRS data were collected before, during, and after task performance on Day4 in the somatosensory (S1) and visual (MT/V5) cortex. Results showed that both groups improved performance consistently across three days. On Day4, the Experimental group experienced performance decline due to negative task transfer while the control group continuously improved. GABA and Glx concentrations obtained during task performance showed no significant group-level changes. However, individual Glx levels during task performance correlated with better (less negative) transfer performance. These findings provide a first window into the neurochemical mechanisms underlying task transfer. [ABSTRACT FROM AUTHOR]

Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditional distance education students' intention to transfer newly acquired generic information literacy competencies to their study and work contexts before, directly after, and three months after training. Three surveys, using a combination of Ajzen's theory of planned behavior and Holton et al.'s Learning Transfer System Inventory model, measured the influence of performance outcomes expectations, organizational openness to change, and performance self-efficacy on intention to transfer and transfer behaviour. The participants were 82 adult educational professionals enrolled in an online information literacy course at the Open University. Partial least squares-based structural equation modelling (PLS-SEM) confirmed the value of employing a multi-contextual and longitudinal approach within this specific setting. Furthermore, notably, self-efficacy appeared to predict pre-training intention in both study and work contexts and transfer behaviour in the work context. Educational implications, limitations, and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Research has shown that early childhood care and education (ECCE) can improve children's development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not particularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teachers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada-Pallarès et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers' autonomous drive to transfer. [ABSTRACT FROM AUTHOR]

Organists who start as skilled pianists may later maladapt their keyboard technique to play the organ. This randomized controlled study investigated the feasibility of using an audio cognitive intervention to correct organists' playing technique. Forty participants played a music excerpt with two dynamics (soft/loud) on two musical instruments (organ/piano) at baseline, while their corresponding forearm muscle activities were measured by surface electromyography (sEMG). They also rated their playing force. Participants were then randomized to receive either a 5-min audio cognitive intervention (learning to use self-talk phrases "organists—stops/ expression pedals—minimal force" to reduce their tension in playing the organ; n = 21) or a control audio recording (instructing them to rest for 5 min; n = 19). All participants then repeated the two dynamics on the two musical instruments. The intervention group displayed significantly lower forearm sEMG muscle activity during organ playing, whereas the controls' playing was unchanged. Our study shows that organists use unnecessary muscle tension to produce dynamics and that our intervention was effective and could improve motor control in playing the organ. Self-talk is therefore a viable way for music educators to help learners correct habitual but maladaptive techniques arising from prior learning. [ABSTRACT FROM AUTHOR]

INTRODUCTION: The present study examined long-term retention and transfer of knowledge and skills, as well as the effect of cognitive load on retention and transfer, using a sample of astronaut candidates and two comparison groups. The first comparison group, recruited from Johnson Space Center, was similar in age, education, and general health to the astronaut candidate group; the second comparison group included university undergraduate students. METHODS: This study employed two different tasks—a simple perceptual-motor task involving data entry and a complex memory updating task requiring both prospective and retrospective memory. Subjects completed multiple sessions involving both tasks over a 500-d period, with test sessions involving transfer and/or a cognitive load manipulation. For the perceptual-motor task, transfer involved changes to the stimuli that increased intrinsic cognitive load or changes to the required motoric procedures. For the memory updating task, extraneous cognitive load was increased by the addition of a concurrent secondary task. RESULTS: For both the perceptual-motor and memory updating tasks, astronaut candidates and candidate-like subjects performed more accurately, with greater speed, and were less impacted by increased cognitive load than undergraduate students. Despite the generally superior performance of astronaut candidates and candidate-like subjects, they were more likely to experience negative transfer on the perceptual-motor task, whereas undergraduate students demonstrated positive transfer. DISCUSSION: Candidate-like subjects provided a more accurate approximation of astronaut candidate performance than did undergraduate students, especially with regard to negative transfer effects and cognitive load. [ABSTRACT FROM AUTHOR]

Transfer of learning is influenced by transfer distance, i.e., the degree of correspondence of contexts as well as of the content to be transferred between a main task and a transfer task (Barnett & Ceci, 2002; Klahr & Chen, 2011). A long tradition of research has used either similarity of tasks or similarity of contexts designs to test transfer distance in problem-solving in children. To our knowledge, no study to date has experimentally varied the degree of similarities between tasks and between contexts jointly, which is the aim of this study. In the present study, we varied the degree of similarity between tasks, by presenting different versions of the Tower of Hanoi (ToH), and between digital learning contexts, by presenting different graphical interfaces. One hundred children aged 6 to 7 years old were divided into four conditions, High similarity of tasks/High similarity of contexts (H/H); High similarity of tasks/Low similarity of contexts (H/L); Low similarity of tasks/High similarity of contexts (L/H); Low similarity of tasks/Low similarity of contexts (L/L). Inhibitory control was also measured, as it may be involved in transfer of learning (Clerc, Miller, & Cosnefroy, 2014; Thibaut, French, Vezneva, Gérard, & Glady, 2011). Transfer of the solving procedure was accompanied by a performance decrement in the L/L and H/L conditions, whereas no such decrement was observed in the L/H and H/H conditions, showing the role of the similarity of digital contexts. Furthermore, inhibition scores predicted transfer performance. Results are discussed considering the theoretical framework of similarities between tasks and between contexts, and the role of inhibition.

The study aims to investigate the effects of educational robotics (ER) in programming education on students' programming success, computational thinking (CT), and transfer of learning and to reveal the students' views about robotics programming. For this purpose, an explanatory sequential mixed‐method research design was used. In this research design, a qualitative data collection process follows a quantitative one to be able to further explain the novel results obtained through analysis of the quantitative data. In the quantitative part, a quasiexperimental study was designed, and one experimental group (EG) and one control group (CG) were formed randomly. The study was conducted with sixth‐grade middle school students for 14 weeks. In the process, students were given project tasks based on some real‐life problems, and they were asked to transfer their programming skills. It was preferred to use mBot as an ER. While the EG students performed programming activities with the mBot, the CG students performed only block‐based programming activities. Both groups were given pre‐ and posttests to collect data. Finally, semistructured interviews were conducted with the EG students to enrich quantitative findings. The results showed that robotics programming activities increased the students' programming success and transfer of learning, and scores of the EG were significantly higher than the CG. In addition, it was determined that both the EG and CG students' CT skills increased, but there was no significant difference between the groups. Finally, most of the students reported positive views on the use of ER in programming education. [ABSTRACT FROM AUTHOR]

We report four experiments, wherein subjects engaged in either problem-solving practice or example study. First, subjects studied an example problem. Subjects in the example study condition then studied two more analogous problems, whereas subjects in the problem-solving practice conditions solved two such problems, each followed by correct-answer feedback. In Experiment 1, subjects returned 1 week later and completed a posttest on an analogous problem; in Experiments 2–4, subjects completed this posttest immediately after the learning phase. Additionally, Experiment 3 consisted of a control condition, wherein subjects solved these same problems, but did not receive feedback. Experiments 3 and 4 also included a mixed study condition, wherein subjects studied two examples and then solved one with feedback during the learning phase. Across four experiments, we found that the training conditions (i.e., problem-solving practice, mixed, and example study) performed equally well on the posttest. Moreover, subjects in the training conditions outperformed control subjects on the posttest, indicating that the null findings were due to the training conditions learning and transferring their knowledge equally well. After the posttest in Experiment 4, subjects were asked to solve repeated problems from the learning phase. Subjects in the problem-solving practice and mixed study conditions performed better on repeated problems than subjects in the example study condition, indicating that they better learned the solution strategies for these problems than subjects in the example study condition. Nevertheless, this benefit was insufficient to produce differential transfer of learning among the training conditions on the posttest. [ABSTRACT FROM AUTHOR]

The main objective of this research is to determine the extent of effectiveness of transfer of mathematics knowledge-model in enhancing the students' ability of physics problem solving. In this collaborative study, a quasy-experimental method with non-equivalent control group pretest posttest design was carried out on 248 eleventh grade students of four public senior high schools (SMAN) in Pontianak-Westkalimantan, Indonesia. Experimental group consists of 125 students received instruction using the transfer of mathematics knowledge-model while the other group (123 students) serving as control was taught in conventional model. A Mathematics Prior Knolwedge Test (MPT) and a Physics Achievement Test (PAT) were developed to examine effect of the two treatments. A three-times instructional intervention on sound wave topic was implemented. The results revealed that transfer of mathematics knowledge did make students could solve the problems better than the conventional learning. It is also found that the understanding of mathematics prior knowledge could be a significant predictor to estimate students' problem solving competencies in physics. This study not only has enriched a significant perspective of problem solving in education, but also provided a clear insight regarding the implementation of transfer of mathematics knowledge into physics learning. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In France, around one-fifth of children have reading difficulties, and school results are highly dependent on their socio-economic status. In this context, the need for alternative and innovative teaching techniques holds importance, and more artistic approaches are promising. The aim of this study was to assess the impact of a daily choral singing or creative writing practice on the cognitive and linguistic development of French children from disadvantaged backgrounds. Eighty children participated in this longitudinal study, for whom we measured several cognitive and linguistic skills at the beginning (pre-test) and end (post-test) of the school year. The results showed that children in "singing" classes improved both their reading skills and processing speed, while those in "writing" classes improved their reading skills and vocabulary. These results open up new avenues of learning support, specifically for children with difficulties. [ABSTRACT FROM AUTHOR]

Perceptual learning (PL) has shown promise in enhancing residual visual functions in patients with age-related macular degeneration (MD), however it requires prolonged training and evidence of generalization to untrained visual functions is limited. Recent studies suggest that combining transcranial random noise stimulation (tRNS) with perceptual learning produces faster and larger visual improvements in participants with normal vision. Thus, this approach might hold the key to improve PL effects in MD. To test this, we trained two groups of MD participants on a contrast detection task with (n = 5) or without (n = 7) concomitant occipital tRNS. The training consisted of a lateral masking paradigm in which the participant had to detect a central low contrast Gabor target. Transfer tasks, including contrast sensitivity, near and far visual acuity, and visual crowding, were measured at pre-, mid and post-tests. Combining tRNS and perceptual learning led to greater improvements in the trained task, evidenced by a larger increment in contrast sensitivity and reduced inhibition at the shortest target to flankers’ distance. The overall amount of transfer was similar between the two groups. These results suggest that coupling tRNS and perceptual learning has promising potential applications as a clinical rehabilitation strategy to improve vision in MD patients.

Abstract Relating learned information to similar yet new scenarios, transfer of learning, is a key characteristic of expert reasoning in many fields including medicine. Psychological research indicates that transfer of learning is enhanced via active retrieval strategies. For diagnostic reasoning, this finding suggests that actively retrieving diagnostic information about patient cases could improve the ability to engage in transfer of learning to later diagnostic decisions. To test this hypothesis, we conducted an experiment in which two groups of undergraduate student participants learned symptom lists of simplified psychiatric diagnoses (e.g., Schizophrenia; Mania). Next, one group received written patient cases and actively retrieved the cases from memory and the other group read these written cases twice, engaging in a passive rehearsal learning strategy. Both groups then diagnosed test cases that had two equally valid diagnoses—one supported by “familiar” symptoms described in learned patient cases, and one by novel symptom descriptions. While all participants were more likely to assign higher diagnostic probability to those supported by the familiar symptoms, this effect was significantly larger for participants that engaged in active retrieval compared to passive rehearsal. There were also significant differences in performance across the given diagnoses, potentially due to differences in established knowledge of the disorders. To test this prediction, Experiment 2 compared performance on the described experiment between a participant group that received the standard diagnostic labels to a group that received fictional diagnostic labels, nonsense words designed to remove prior knowledge with each diagnosis. As predicted, there was no effect of diagnosis on task performance for the fictional label group. These results provide new insight on the impact of learning strategy and prior knowledge in fostering transfer of learning, potentially contributing to expert development in medicine.

Introduction: the Peruvian university system has experienced a reduction in its educational offer due to institutional licensing. Objective: to determine the labor demand factors that influence the quality of university education. Materials and methods: quantitative research with non-experimental design is analyzed with structural equation modeling (SEM) and uses software (AMOS) to specify the hypothesized relationships between variables. The study is conducted in 24 public universities, with a sample of 487 respondents. Results: the main results show the validity of the constructs related to university labor demand factors and quality of university education, where the construct institutional context and educational relationship significantly influence labor market insertion. Conclusions: the study shows that universities should strengthen students' competencies, the institutional context and innovate the university curriculum and teaching practice, focusing on developing skills in students, which can improve flexibility in thinking and action within organizational contexts. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of codebooks to categorise qualitative data and to increase consistency in coding between multiple researchers is a well-established strategy in qualitative research. However, due to the focus on team-based research projects, the possibilities for the use of codebooks by individual researchers are rarely discussed. With the aim of adding to current literature and practices on the use of codebooks, this article describes, following a personal narrative style, the process and explores the benefits and challenges of developing a codebook for the analysis of qualitative data by an individual researcher. Starting from a set of transcripts from interviews with undergraduate students completing a one-year work-placement, it describes how developing and using a codebook was instrumental in improving the rigour of data analysis, and in supporting data theorisation and reflection on a research project exploring transfer of learning between university and the workplace. The approach and discussions presented here will be useful to qualitative researchers looking for a systematic method for the development of a codebook, but also for researchers working independently on the analysis of qualitative data. [ABSTRACT FROM AUTHOR]

This article concerns the synergy between science learning, understanding complexity, and computational thinking (CT), and their impact on near and far learning transfer. The potential relationship between computer-based model construction and knowledge transfer has yet to be explored. We studied middle school students who modeled systemic phenomena using the Much.Matter.in.Motion (MMM) platform. A distinct innovation of this work is the complexity-based visual epistemic structure underpinning the Much.Matter.in.Motion (MMM) platform, which guided students' modeling of complex systems. This epistemic structure suggests that a complex system can be described and modeled by defining entities and assigning them (1) properties, (2) actions, and (3) interactions with each other and with their environment. In this study, we investigated students' conceptual understanding of science, systems understanding, and CT. We also explored whether the complexity-based structure is transferable across different domains. The study employs a quasi-experimental, pretest-intervention-posttest-control comparison-group design, with 26 seventh-grade students in an experimental group, and 24 in a comparison group. Findings reveal that students who constructed computational models significantly improved their science conceptual knowledge, systems understanding, and CT. They also showed relatively high degrees of transfer—both near and far—with a medium effect size for the far transfer of learning. For the far-transfer items, their explanations included entities' properties and interactions at the micro level. Finally, we found that learning CT and learning how to think complexly contribute independently to learning transfer, and that conceptual understanding in science impacts transfer only through the micro-level behaviors of entities in the system. A central theoretical contribution of this work is to offer a method for promoting far transfer. This method suggests using visual epistemic scaffolds of the general thinking processes we would like to support, as shown in the complexity-based structure on the MMM interface, and incorporating these visual structures into the core problem-solving activities. [ABSTRACT FROM AUTHOR]

The transfer of learning is arguably the most enduring goal of education. The history of science reveals that although numerous theories have been transferred from the natural sciences to the socio-political realm, educational practitioners have often deemed such transfers romantic and rhetorical. We conducted an experiment that randomly assigned a sample of 292 college freshmen in China to two groups to learn different thermodynamic theories: entropy or self-organization theory. We examined whether the two groups may arrive at different implications about social (and government) control without explicit instructions. We found that participants who learned the theory of entropy were more likely to believe the social system would become chaotic over time without external control; thus, they preferred tightened social control. Whereas participants who learned self-organisation theory were more likely to believe that order may form from within a social system; therefore, they downplay external control and prefer stronger individual agency. Follow-up interviews showed that the participants' narratives about social control were largely consistent with the thermodynamic concepts they had learned. Our findings have critical implications for the recent trend in STEM education that promotes the teaching of cross-cutting concepts—seeking patterns from interdisciplinary ideas—that may implicitly prime students to borrow physical science theories to formulate personal social hypotheses and engage in moral–civic–political discourse. [ABSTRACT FROM AUTHOR]

We report three classroom studies on the hypercorrection effect—misconceptions that learners are more confident about are more likely to be corrected than misconceptions they are less confident about. Studies 1–2 test whether corrected misconceptions return after an extended delay: Students completed a pretest over course concepts, rated their confidence in the correctness of each response, and were shown correct-answer feedback. Students then completed an immediate (identical to the pretest) and delayed posttest with novel questions that tested identical concepts as the pretest. Both studies found a hypercorrection effect on the immediate posttest, but about 20% of misconceptions that were corrected returned on the delayed posttest, particularly those that students were highly confident about. Study 3 only included an immediate posttest with novel questions that covered analogous concepts as the pretest and found a hypercorrection effect, thus demonstrating that these corrected misconceptions reflect learning that extends beyond rote memorization. General Audience Summary: Students often develop misconceptions about what they learn, which can persist and interfere with learning. Instructors thus have considerable interest in methods that help students correct their misconceptions. One promising phenomenon is known as the hypercorrection effect, wherein misconceptions are more likely to be corrected (after receiving feedback) when learners have higher confidence that those misconceptions are correct. Although it has been proposed that this effect has educational applications, studies typically explore hypercorrection effects using simple materials (e.g., trivia facts) and immediate tests that can be completed through pure memorization of previous answers. However, in real classes, students must often apply and transfer what they learn to novel situations, long after the material is learned, at which point their misconceptions might return. We report three classroom studies that address these issues. Studies 1–2 test whether students' misconceptions that have been corrected return 10–15 weeks later: Students completed a pretest over course concepts, wherein they rated their confidence in the correctness of each response and were then shown the correct answer. Students then completed an immediate posttest (identical to the pretest) and at the end of the term completed a delayed posttest with novel questions that tested identical concepts as the pretest. Both studies found a hypercorrection effect on the immediate posttest, but approximately 20% of misconceptions that were initially corrected returned on the delayed posttest, particularly those that students were originally highly confident about. Study 3 only included an immediate posttest, which consisted of novel questions over the same concepts that were tested in the pretest, and once again revealed a hypercorrection effect. Thus, the hypercorrection paradigm may indeed help students correct many of their misconceptions and transfer this knowledge to novel, analogous scenarios in which this knowledge is applicable, but some misconceptions seem to eventually return. [ABSTRACT FROM AUTHOR]

Abstract Background Healthcare simulation education often aims to promote transfer of learning: the application of knowledge, skills, and attitudes acquired during simulations to new situations in the workplace. Although achieving transfer is challenging, existing theories and models can provide guidance. Recommendations This paper provides five general recommendations to design simulations that foster transfer: (1) emphasize whole-task practice, (2) consider a cognitive task analysis, (3) embed simulations within more comprehensive programs, (4) strategically combine and align simulation formats, and (5) optimize cognitive load. We illustrate the application of these five recommendations with a blueprint for an educational program focusing on simulation activities. Conclusions More evidence-informed approaches to healthcare simulation might require a paradigm shift. We must accept that a limited number of simulations is not enough to develop complex skills. It requires comprehensive programs that combine simulation sessions with workplace learning.

Rapid developments in contemporary societies not only ask for lifelong learning but increasingly also for training in generic competencies suitable for multiple contexts and life stages. An indicator of training success is the transfer or application of new learning, a longitudinal process influenced by various theory- and evidence-based factors. The present study combined a multi-contextual and longitudinal approach by investigating non-traditional distance education students’ intention to transfer newly acquired generic information literacy competencies to their study and work contexts before, directly after, and three months after training. Three surveys, using a combination of Ajzen’s theory of planned behavior and Holton et al.’s Learning Transfer System Inventory model, measured the influence of performance outcomes expectations, organizational openness to change, and performance self-efficacy on intention to transfer and transfer behaviour. The participants were 82 adult educational professionals enrolled in an online information literacy course at the Open University. Partial least squares-based structural equation modelling (PLS-SEM) confirmed the value of employing a multi-contextual and longitudinal approach within this specific setting. Furthermore, notably, self-efficacy appeared to predict pre-training intention in both study and work contexts and transfer behaviour in the work context. Educational implications, limitations, and directions for future research are discussed.

Purpose: Research indicates that physical education can be an effective setting for promoting positive values, attitudes, and behaviors that transfer to other settings. However, there is a lack of instrumentation to assess the cognitive and motivational aspects of the transfer process. Therefore, this study proposed and validated the Transfer of Responsibility Questionnaire (ToRQ). Methods: After instrument development and pilot testing, an initial version of the ToRQ was completed by 442 adolescents. Data analysis began with exploratory factor analysis followed by confirmatory factor analysis. Results: The exploratory factor analysis yielded a stable three-factor structure that measured the participants' cognitive and motivational processes related to transfer. This factor structure was affirmed using confirmatory factor analysis, which also examined convergent and discriminant validity. Discussion/Conclusion: The model was a good fit for the data, and the ToRQ correlated positively with related scales from an existing life skill transfer survey. These analyses support the initial validation of the ToRQ. [ABSTRACT FROM AUTHOR]

Relating learned information to similar yet new scenarios, transfer of learning, is a key characteristic of expert reasoning in many fields including medicine. Psychological research indicates that transfer of learning is enhanced via active retrieval strategies. For diagnostic reasoning, this finding suggests that actively retrieving diagnostic information about patient cases could improve the ability to engage in transfer of learning to later diagnostic decisions. To test this hypothesis, we conducted an experiment in which two groups of undergraduate student participants learned symptom lists of simplified psychiatric diagnoses (e.g., Schizophrenia; Mania). Next, one group received written patient cases and actively retrieved the cases from memory and the other group read these written cases twice, engaging in a passive rehearsal learning strategy. Both groups then diagnosed test cases that had two equally valid diagnoses—one supported by "familiar" symptoms described in learned patient cases, and one by novel symptom descriptions. While all participants were more likely to assign higher diagnostic probability to those supported by the familiar symptoms, this effect was significantly larger for participants that engaged in active retrieval compared to passive rehearsal. There were also significant differences in performance across the given diagnoses, potentially due to differences in established knowledge of the disorders. To test this prediction, Experiment 2 compared performance on the described experiment between a participant group that received the standard diagnostic labels to a group that received fictional diagnostic labels, nonsense words designed to remove prior knowledge with each diagnosis. As predicted, there was no effect of diagnosis on task performance for the fictional label group. These results provide new insight on the impact of learning strategy and prior knowledge in fostering transfer of learning, potentially contributing to expert development in medicine. [ABSTRACT FROM AUTHOR]

Abstract Aim Nursing students report emotional distress and feelings of inadequacy to the complexity of palliative care. This study aimed to examine nursing students’ attainment of learning outcomes in palliative care through simulation and hospital placement. Design A longitudinal, intervention study. Methods Fifty‐five second‐year bachelor nursing students participated. Three waves of assessments were performed: (1) pretest; (2) postsimulation test and (3) postplacement test after the completion of the placement. Non‐parametric Wilcoxon's signed‐rank test for paired samples was used to test for differences between assessments of knowledge, skills and competence before and after simulation, and between postsimulation and post hospital placement. Results The results showed positive differences between pre‐ and postsimulation, indicating that learning outcomes were attained through simulation. However, negative differences between the postplacement test and postsimulation test scores indicated that the participants had practiced learning outcome from the simulation to a small degree during placement.

This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing elearning environments. [ABSTRACT FROM AUTHOR]

Research has shown that early childhood care and education (ECCE) can improve children’s development. Training of in-service teachers is a good strategy to maximize the quality of ECCE, but in Mexico, teachers consider that in-service training is not particularly relevant. To counter this tendency, The Mexican Educational System designed and implemented an in-service training policy. The aim of this study was to analyse the impact of individual factors on learning transfer during the COVID-19 pandemic. It followed a longitudinal, non-experimental design. Two instruments were applied at different times. In May 2021, during the COVID-19 lockdown, the Puebla Ministry of Education offered five online courses aimed at early childhood and preschool teachers. 6,562 teachers enrolled, but only 2,865 successfully completed the courses. Upon completion of the courses, we applied the transfer of learning factors model (Quesada- Pallarès et al., 2018). The model predicted that teachers devise plans and strategies for applying the contents learned, guided by their own desire to transfer. In this regard, it might be asserted that the will to transfer is steered by teachers’ autonomous drive to transfer.

Background: Computational thinking (CT) is regarded as an essential 21st‐century skill, and attempts have been made to integrate it into other subjects. Instructional approaches to CT development and assessment in the field of computer science have attracted global attention, but the influence of CT skills on other subject areas is under‐researched. Objective: Our goal is to investigate the transfer effects of CT in different subject areas and examine the educational characteristics of CT intervention approaches that promote the transfer of learning. Method: We carefully selected and reviewed 55 empirical studies from leading bibliographic databases and examined the transfer of CT using a meta‐analysis and a qualitative synthesis. Results and Conclusions: We identified and summarized these effects in the fields of mathematics, science, engineering and the humanities. A meta‐analysis of these studies identified a generally significant effect of the transfer of CT skills to other subject areas. We also explored the characteristics of CT interventions that aid the transfer of learning by qualitatively assessing the identified studies. The results of the review offer a holistic view of the trends in CT transfer research that can be used as a reference for both researchers and instructors. Lay Description: What is already known about this topic: Computational thinking (CT) has been developed into cross‐disciplinary literacy and can lead to innovations in various academic fields.There is a need for a systematic understanding of the transfer effects of CT to improve the influence of CT and promote CT integration across domains. What this paper adds: Our review identified several subject areas beyond computer science in which the transfer effects of CT were observed.Our analysis revealed that the transfer of CT has a significant positive effect on students' learning in areas beyond computer science.Our review synthesized a series of intervention guidelines that can promote the transfer of learning in CT education. Implications for practitioners: Research on the transfer of CT in engineering and non‐STEM domains is required for a more comprehensive understanding of CT skills.Instructional design in CT education should attend to the facilitation of the transfer of learning to maximize the benefits of CT acquisition. [ABSTRACT FROM AUTHOR]

In France, around one-fifth of children have reading difficulties, and school results are highly dependent on their socio-economic status. In this context, the need for alternative and innovative teaching techniques holds importance, and more artistic approaches are promising. The aim of this study was to assess the impact of a daily choral singing or creative writing practice on the cognitive and linguistic development of French children from disadvantaged backgrounds. Eighty children participated in this longitudinal study, for whom we measured several cognitive and linguistic skills at the beginning (pre-test) and end (post-test) of the school year. The results showed that children in “singing” classes improved both their reading skills and processing speed, while those in “writing” classes improved their reading skills and vocabulary. These results open up new avenues of learning support, specifically for children with difficulties.

Although many interventions have generated immediate positive effects on mathematics achievement, these effects often diminish over time, leading to the important question of what causes fadeout and persistence of intervention effects. This study investigates how children's forgetting contributes to fadeout and how transfer contributes to the persistence of effects of early childhood mathematics interventions. We also test whether having a sustaining classroom environment following an intervention helps mitigate forgetting and promotes new learning. Students who received the intervention we studied forgot more in the following year than students who did not, but forgetting accounted for only about one-quarter of the fadeout effect. An offsetting but small and statistically non-significant transfer effect accounted for some of the persistence of the intervention effect - approximately one-tenth of the end-of-program treatment effect and a quarter of the treatment effect one year later. These findings suggest that most of the fadeout was attributable to control-group students catching up to the treatment-group students in the year following the intervention. Finding ways to facilitate more transfer of learning in subsequent schooling could improve the persistence of early intervention effects.

When introducing a novel mathematical idea, should wepresent learners with abstract or concrete examples of thisidea? Considerable efforts have been made over the last decadeto settle this question in favor of either abstract or concreterepresentations. We contribute to this discussion through acritical replication and extension of a well-known study in thisarea. Whereas the target article argues for the generalsuperiority of abstract representations, we demonstrate thatseemingly minor modifications of the study design indicateotherwise. Our results suggest that the previously reported“advantage of abstract examples” manifested not becauseabstract examples are advantageous in general, but because theearlier studies utilized concrete examples that arepedagogically suboptimal.

Abstract Many concepts are defined by their relationships to one another. However, instructors might teach these concepts individually, neglecting their interconnections. For instance, students learning about statistical power might learn how to define alpha and beta, but not how they are related. We report two experiments that examine whether there is a benefit to training subjects on relations among concepts. In Experiment 1, all subjects studied material on statistical hypothesis testing, half were subsequently quizzed on relationships among these concepts, and the other half were quizzed on their individual definitions; quizzing was used to highlight the information that was being trained in each condition (i.e., relations or definitions). Experiment 2 also included a mixed training condition that quizzed both relations and definitions, and a control condition that only included study. Subjects were then tested on both types of questions and on three conceptually related question types. In Experiment 1, subjects trained on relations performed numerically better on relational test questions than subjects trained on definitions (nonsignificant trend), whereas definitional test questions showed the reverse pattern; no performance differences were found between the groups on the other question types. In Experiment 2, relational training benefitted performance on relational test questions and on some question types that were not quizzed, whereas definitional training only benefited performance on test questions on the trained definitions. In contrast, mixed training did not aid learning above and beyond studying. Relational training thus seems to facilitate transfer of learning, whereas definitional training seems to produce training specificity effects.