主管：中国科学院
主办：中国优选法统筹法与经济数学研究会
　　　中国科学院科技战略咨询研究院
Chinese Journal of Management Science

Chinese Journal of Management Science >

2018 , Vol. 26 >Issue 9: 183 - 196

DOI: https://doi.org/10.16381/j.cnki.issn1003-207x.2018.09.018

Articles

Systematic Theory of Learning Transfer: The Construction and Implication of the Theory of PPEE

Expand
  • School of Economics and Management, Tsinghua University, Beijing 100084, China

Received date: 2017-06-30

  Revised date: 2018-01-09

  Online published: 2018-11-23

Fold

Abstract

[Purpose] Learning is the eternal theme of human society. In order to make better use of experience and enhance learning effectiveness, it is of great significance for individuals and organizations to transfer what they have learned. Learning transfer is the process that the learner applies the past experience to solve new problems. The purpose of this study is to establish a systematic theory of learning transfer, and to investigate the effects of person, problem, and environment factors on learning transfer effectiveness.[Approach] The authors take use of the method of theoretical derivation to put forward the model of learning transfer on the base of previous research.[Findings] A PPEE theory of learning transfer is established from a systematic perspective, and an argument that the factors of person, problem, and environment have direct and interactive influence on learning transfer effectiveness is brought forward. This theory discusses the mechanism of learning transfer from fives aspects below. First, based on different levels, it classifies the factors of person into the back-end basic ability, the middle-end mental process, and the front-end knowledge structure, and discusses the direct effects of these factors on learning transfer effectiveness. Then, on the classification of imagery similarity and abstract similarity, it specifies four types of the relationship between different problems, and the influence of problem similarity on learning transfer effectiveness. Third, considering the person and problem factors in the same time, it studies the interaction effect of them on learning transfer effectiveness. Forth, it divides the factor of environment into two dimensions of emergence of time and importance of space, and explores the moderating effects of environmental factors on the relationships between person or problem factors and learning transfer effectiveness. Finally, from the systematic perspective, it identifies the three-way interaction of the factors of person, problem, and environment on learning transfer. It is argued that the PPEE model is applicable not only to individuals, but to teams, organizations, regions, and even countries and the society.It summarizes the theoretical and practical contributions, and future development.[Value] This study is meaningful both for enriching the theory of learning and learning transfer and for promoting the practice of education and management.

Key words： learning transfer; organizational learning; team learning; individual learning; back-end basic ability; middle-end mental process; front-end knowledge structure; imagery similarity; abstract similarity; emergency of time; importance of space; learning transfer effectiveness

Cite this article

CHEN Guo-quan, WU Fan . Systematic Theory of Learning Transfer: The Construction and Implication of the Theory of PPEE[J]. Chinese Journal of Management Science, 2018 , 26(9) : 183 -196 . DOI: 10.16381/j.cnki.issn1003-207x.2018.09.018

References

[1] Woodworth R S, Thorndike E L. The influence of improvement in one mental function upon the efficiency of other functions. (I)[J]. Psychological Review, 1901, 8(3):247.

[2] Judd C H. The relation of spatial intelligence[J]. Educational Review, 1908, 36:28-42.

[3] Woodrow H. The effect of type of training upon transference[J]. Journal of Educational Psychology, 1927, 18(3):159-172.

[4] Broadbent D E. The effects of noise on behaviour[M]//Harris CM. Handbook of noise control. New York, US:McGraw-Hill, 1957:10:1-10:34.

[5] Fodor J A. The modularity of mind:An essay on faculty psychology[M]. Cambridge, Massachusetts:MIT press, 1983.

[6] Barnett S M, Ceci S J. When and where do we apply what we learn?:A taxonomy for far transfer[J]. Psychological Bulletin, 2002, 128(4):612-637.

[7] Kofka K. Principles of gestalt psychology[M]. New York:Harcourt Brace, 1935.

[8] Kohler W. Gestalt psychology[M]. New York:Liveright, 1929.

[9] Spence K W. The nature of discrimination learning in animals[J]. Psychological Review, 1936, 43(5):427-449.

[10] Spence K W. The differential response in animals to stimuli varying within a single dimension[J]. Psychological Review, 1937, 44(5):430-444.

[11] Kohler W. The mentality of apes[M]. Abingdon-on-Thames, UK:Routledge, 1925.

[12] Thorndike E L. Animal intelligence:Experimental studies[M]. Piscataway, US:Transaction Publishers, 2000.

[13] Harlow H F. The formation of learning sets[J].Psychological Review, 1949, 56(1):51-65.

[14] Flavell J H. Metacognitive aspects of problem solving[J]. The Nature of Intelligence, 1976,12:231-235.

[15] Flavell J H. Metacognition and cognitive monitoring:A new area of cognitive-developmental inquiry[J]. American Psychologist, 1979, 34(10):906-911.

[16] Ausubel D P. The psychology of meaningful verbal learning:An introduction to school learning[M]. Oxford, England:Grune & Stration, 1963.

[17] Ausubel D P, Novak J D, Hanesian H. Educational psychology:A cognitive view[M]. New York:Holt, Rinehart & Winston, 1968.

[18] Bruner J S. Beyond the information given:Studies in the psychology of knowing[M]. Oxford, England:WW Norton, 1973.

[19] Royer J M. Theories of the transfer of learning[J]. Educational Psychologist, 1979, 14(1):53-69.

[20] Tversky A. Features of similarity[J]. Psychological Review, 1977, 84(4):327-352.

[21] James W. The principles of psychology[M]. New York, US:Henry Holt and Company, 1890.

[22] Osgood C E. The similarity paradox in human learning:A resolution[J]. Psychological Review, 1949, 56(3):132-143.

[23] Bruce R W. Conditions of transfer of training[J]. Journal of Experimental Psychology, 1933, 16(3):343-361.

[24] Webb L W. Transfer of training and retroaction:A comparative study[J]. The Psychological Monographs, 1917, 24(3):7-45.

[25] Yum K S. An experimental test of the law of assimilation[J]. Journal of Experimental Psychology, 1931, 14(1):68-82.

[26] Gentner D. Structure-mapping:A theoretical framework for analogy[J]. Cognitive Science, 1983, 7(2):155-170.

[27] Gick M L, Holyoak K J. Analogical problem solving[J]. Cognitive Psychology, 1980, 12(3):306-355.

[28] Duncker K, Lees L S. On problem-solving[J]. Psychological Monographs, 1945, 58(5):1-9.

[29] Gentner D. The mechanisms of analogical learning[M]//Vosniadou S, Ortony A. Similarity and analogical reasoning. New York, US:Cambridge University Press, 1989.

[30] Gentner D, Rattermann M J, Forbus K D. The roles of similarity in transfer:Separating retrievability from inferential soundness[J]. Cognitive Psychology, 1993, 25(4):524-575.

[31] Holyoak K J. The pragmatics of analogical transfer[J]. Psychology of Learning and Motivation, 1985, 19:59-87.

[32] Ross B H. Distinguishing types of superficial similarities:Different effects on the access and use of earlier problems[J]. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1989, 15(3):456-468.

[33] Wharton C M, Holyoak K J, Downing P E, et al. Below the surface:Analogical similarity and retrieval competition in reminding[J]. Cognitive Psychology, 1994, 26(1):64-101.

[34] Ross B H. This is like that:The use of earlier problems and the separation of similarity effects[J]. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1987, 13(4):629-639.

[35] Chen Zhe, Mo Lei, Honomichl R. Having the memory of an elephant:long-term retrieval and the use of analogues in problem solving[J]. Journal of Experimental Psychology:General, 2004, 133(3):415-433.

[36] 莫雷, 唐雪峰. 表面概貌对原理运用的影响的实验研究[J]. 心理学报, 2000, 32(4):399-408.

[37] Polya G. Mathematics and plausible reasoning:Induction and analogy in mathematics[M]. Princeton, New Jersey:Princeton University Press, 1990.

[38] Bassok M. Transfer of domain-specific problem-solving procedures[J]. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1990, 16(3):522-533.

[39] Bassok M, Holyoak K J. Interdomain transfer between isomorphic topics in algebra and physics[J]. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1989, 15(1):153-166.

[40] Reed S K. A structure-mapping model for word problems[J]. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1987, 13(1):124-139.

[41] Falkenhainer B, Forbus K D, Gentner D. The structure-mapping engine:Algorithm and examples[J]. Artificial Intelligence, 1989, 41(1):1-63.

[42] Gentner D, Markman A B. Structure mapping in analogy and similarity[J]. American Psychologist, 1997, 52(1):45-56.

[43] Gick M L, Holyoak K J. Schema induction and analogical transfer[J]. Cognitive Psychology, 1983, 15(1):1-38.

[44] Holyoak K J, Koh K. Surface and structural similarity in analogical transfer[J]. Memory & Cognition, 1987, 15(4):332-340.

[45] Singley M K, Anderson J R. The transfer of cognitive skill[M]. Cambridge, Massachusetts:Harvard University Press, 1989.

[46] Anderson J R. The architecture of cognition[M]. New York, US:Psychology Press, 1983.

[47] Anderson J R. Acquisition of cognitive skill[J]. Psychological Review, 1982, 89(4):369-406.

[48] 莫雷, 刘丽虹. 样例表面内容对问题解决类比迁移过程的影响[J]. 心理学报, 1999, 31(3):313-321.

[49] 刘儒德. 论建构主义学习迁移观[J]. 北京师范大学学报(人文社会科学版), 2001, (4):106-112.

[50] 莫雷. 论学习迁移研究[J]. 华南师范大学学报:社会科学版, 1997,(6):50-58.

[51] Chase W G, Simon H A. Perception in chess[J]. Cognitive Psychology, 1973, 4(1):55-81.

[52] Chi M T H, Feltovich P J, Glaser R. Categorization and representation of physics problems by experts and novices[J]. Cognitive Science, 1981, 5(2):121-152.

[53] Chi M T H, VanLehn K A. Seeing deep structure from the interactions of surface features[J]. Educational Psychologist, 2012, 47(3):177-188.

[54] Hinsley D A, Hayes J R, Simon H A. From words to equations:Meaning and representation in algebra word problems[M]//Just M A, Carpenter PA. Cognitive Processes in Comprehension. New York:Psychology Press, 1977.

[55] Holyoak K J, Thagard P. Analogical mapping by constraint satisfaction[J]. Cognitive Science, 1989, 13(3):295-355.

[56] 莫雷, 吴思娜. 不同概化的问题原型对问题归类和解决的影响[J]. 心理学报, 2001, 33(5):416-424.

[57] Hintzman D L. Judgments of frequency and recognition memory in a multiple-trace memory model[J]. Psychological Review, 1988, 95(4):528-551.

[58] 邱琴, 胡竹菁, 闵容. 影响图式归纳和类比迁移的三因素实验研究[J]. 心理科学, 2005, 28(6):1370-1374.

[59] 姚梅林. 情境理论的迁移观及其教育意义[J]. 心理学探新, 2003, 23(4):13-16.

[60] Greeno J G, Moore J L, Smith D R. Transfer of situated learning[M]//Detterman D K, Sternberg RJ. Transfer on trial:Intelligence, cognition, and instruction. Westport, US:Ablex Publishing, 1993.

[61] Baldwin T T, Ford J K. Transfer of training:A review and directions for future research[J]. Personnel Psychology, 1988, 41(1):63-105.

[62] Holton E F. The flawed four-level evaluation model[J]. Human Resource Development Quarterly, 1996, 7(1):5-21.

[63] Rouiller J Z, Goldstein I L. The relationship between organizational transfer climate and positive transfer of training[J]. Human Resource Development Quarterly, 1993, 4(4):377-390.

[64] 陈国权. 领导和管理的时空理论[J]. 中国管理科学, 2017, 25(1):181-196.

[65] Fiedler F E, Garcia J E. New approaches to effective leadership:Cognitive resources and organizational performance[M]. Hoboken, New Jersey:John Wiley & Sons, 1987.

[66] Yerkes R M, Dodson J D. The relation of strength of stimulus to rapidity of habit-formation[J]. Journal of Comparative Neurology and Psychology, 1908, 18(5):459-482.

[67] Mendl M. Performing under pressure:Stress and cognitive function[J]. Applied Animal Behaviour Science, 1999, 65(3):221-244.
Options
Outlines

/

〈 〉