000			03559nam a2200361 i 4500
001			14749
005			20251219153318.0
008			000328t20012001cau b 001 0 eng
020			_a0123305950 _q(alk. paper)
020			_a9780123305954 _q(alk. paper)
035			_a(OCoLC)44915785 _z(OCoLC)47356106 _z(OCoLC)154666471
040			_aDLC _beng _cDLC _dUKM _dEXW _dOIP _dLDL _dABC _dIXA _dBAKER _dNLGGC _dBTCTA _dLVB _dYDXCP _dIG# _dCUD _dSTF _dW2U _dDEBBG _dOCLCQ _dBDX _dOCLCF _dOCLCO _dOCLCQ _dUZ0 _dUtOrBLW _dBAUN _erda
041	0		_aeng
049			_aBAUN_MERKEZ
050	0	4	_aLB1059 _b.H315 2001
082	0	0	_221
100	1		_aHaskell, Robert E _eaut
245	1	0	_aTransfer of learning : _bcognition, instruction, and reasoning / _cRobert E. Haskell
264		1	_aSan Diego, Calif. : _bAcademic Press, _c[2001]
264		4	_c©2001
300			_axx, 241 pages ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aEducational psychology series
504			_aIncludes bibliographical references and index
505	0		_aForeword-- _tIntroduction-- _tI. What transfer of learning is. 1. The state of education and the double transfer of learning paradox _t2. Transfer of learning: what it is and why it's important _t3. To teach or not to teach for transfer: that is the question _t4. Transfer and everyday reasoning: personal development, cultural diversity, and decision making _t5. A brief history of transfer and transfer as history-- _tII. What makes transfer of learning work. 6. Knowledge base and transfer: on the usefulness of useless knowledge _t7. The spirit of transfer and personality: motivation, meaning, and emotion _t8. Cultures and contexts of transfer: social origins and support systems _t9. When theory fails: the importance of a learner's theoretical knowledge for transfer _t10. The two faces of practice: transfer and that old-time lesson drill _t11. The similarity-based brain: evolutionary and neurological bases of transfer _t12. The harmonic structure of mind: higher level everyday transfer thinking-- _tCoda: deep-context teaching for transfer-- _tIndex
520			_aEducators and educational psychologists recognize transfer of learning as perhaps the most significant issue in all fields of instruction. Transfer of learning cuts across all educational domains, curricula, and methods. Despite its importance, research and experience clearly show that significant transfer of learning in either the classroom or in everyday life seldom occurs. Simply put, transfer of learning is illustrated by the phrases "It reminds me of ..." or "It's like ..." or "It's the same as ... ". This book addresses the fundamental problem of how past or current learning is applied and adapted to similar and/or new situations. Based on a review of the applied educational and cognitive research, as well as on the author's teaching experience with transfer of learning, this book presents a new framework for understanding and achieving transfer of learning. Current education and educational psychology textbooks either lack or lament the lack of research and guidance to educators on promoting transfer of learning. Thus this book is a necessary basis for all instruction and learning. Based on history and research, the book shows that transfer of learning is not just a technique of learning or instruction, but a way of thinking and knowing
650		0	_aTransfer of training
830		0	_aEducational psychology. _9110602
900			_bsatın
942			_2lcc _cKT
999			_c12623 _d12623