Strategic transfer: A tool for academic problem solving

Phye, Gary D.

doi:10.1007/bf01332145

Cited by 24 publications

(33 citation statements)

References 57 publications

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“…This may overload the working memory and consequently reduce mental efficiency in conducting OOA-to-OOLD transition tasks. This result is consistent with that of previous studies, which indicated that precise elaborations can facilitate efficient schema acquisition and automation in comprehending, learning, and remembering materials [15], [28].…”

Section: Discussionsupporting

confidence: 93%

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A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design From the Viewpoint of Semantic Distance

Shin

2015

IEEE Trans. Educ.

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Students in object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from object-oriented analysis (OOA) to logical design (OOLD). This study conducted an empirical experiment to examine these learning difficulties by evaluating differences between OOA-to-OOLD and OOLD-to-object-oriented-physical-design (OOPD) transitions from the perspective of semantic distance in the context of semantic network theory. The experimental results indicated that two factors inhibit the learning of OOA-to-OOLD transition: the semantic distance between phases and the precise degree of transition relations. The OOA-to-OOLD transition exhibits a greater semantic distance than the OOLD-to-OOPD transition, which causes difficulty in retrieving and understanding the semantics of OOA-to-OOLD transition relations. OOA-to-OOLD transition relations are less precise, which causes learners to have difficulty in developing efficient schema acquisition and automation when learning OOA-to-OOLD transition. These results provide further insight into the cognitive processes of learners who are learning phase transition. This may guide educators to develop an effective learning instruction method for phase transition and motivate researchers to remedy the inherent deficiency of phase transition in OOAD by considering the cognitive processes of developers.Index Terms-Object-oriented analysis and design, phase transition, semantic distance, semantic network theory. 0018-9359

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Section: Discussionsupporting

confidence: 93%

“…Inferential reconstruction refers to the process of inferring what is plausible with regard to the schema [27]. Therefore, precise elaborations promote efficient schema acquisition and automation and assist learners in efficiently understanding, memorizing, and recalling material [15], [28].…”

Section: Propositionmentioning

confidence: 99%

A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design From the Viewpoint of Semantic Distance

Shin

2015

IEEE Trans. Educ.

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“…First, from a functional perspective, human knowledge can be classified into three types. The first type of knowledge is declarative knowledge, including knowing facts, concepts, and so on; the second type is procedural knowledge involving knowing how to use cognitive tools to process declarative knowledge; and the third type is strategic knowledge relating to knowing when and how to use both declarative knowledge and procedural knowledge to solve new learning problems (Phye, 1992, 1996). Skill development in radical knowledge application involves all three of these types of knowledge.…”

Section: Discussionmentioning

confidence: 99%

Radical Awareness and Word Acquisition Among Nonnative Learners of Chinese

Shen

2007

The Modern Language Journal

117

126

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This study investigates developmental trends in acquiring knowledge of radicals, radical perception skills, and skills in applying knowledge of radicals among nonnative learners of Chinese across learning levels. It also examines the relationship between the acquisition of radical knowledge and the development of radical perception and radical knowledge application skills, as well as how the development of radical knowledge application skills is associated with Chinese word acquisition. The results of this study suggest that radical knowledge, radical perception skills, and radical knowledge application skills do not develop synchronously across learning levels, but rather that each of them shows a unique developmental trend. A linear trend exists between the development of radical knowledge and the application of this knowledge; a moderate positive association is observed between the development of radical knowledge application skills and Chinese word acquisition. The pedagogical implications of these findings are suggested.

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“…and those employees who have or are able to acquire transferable skills and who demonstrate flexible attitudes are likely to be the ones who succeed in a dynamic work environment (Ford & Kraiger, 1995;Hesketh, 1996;Hesketh & Bochner, 1993). Phye (1991Phye ( , 1992 has drawn attention to the way in which an adaptable workforce could make strategic use of metacognitive skills associated with transfer, such as seeking out multiple examples, learning principles. and increasing the accuracy of self-assessment in managing their own careers.…”

Section: Introductionmentioning

confidence: 99%

Dilemmas in Training for Transfer and Retention

Hesketh

1997

Applied Psychology

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Cet article aborde plusieurs des difficultes rencontrkes dans le choix des methodes les plus appropriies pour apprendre faire face aux exigences professionnelles evoluant rapidement et aux occasions qui s'offrent de trouver un emploi. Tout d'abord, moins que des efforts spkcifiques ne soient faits pour developper les capacitts d'adaptation, I'automaticitC des savoir-faire associes a ces capacitts peut debaucher sur des connaissances spkcifiques non transferables. Ensuite, les techniques de formation qui priviligient les rksultats immediats peuvent le faire au detriment de benefices a plus long terme (developpement de savoir-faire transferables). Des tests de transfert et des Cvaluations a long terme sont indispensables a la selection des mithodes qui diveloppent le plus efficacement les savoir-faire gtnCralisables. Finalement, les facteurs cognitifs que I'on sait &tre efficaces dans la facilitation du transfert sont problematiques et, a moins d'&tre manipules avec precaution. peuvent avoir des consCquences inattendues sur la motivation. Cet article passe en revue les travaux apportant des ClCments pour I'analyse de ces difficult& et leur eventuelle resolution; il trace Cgalement des pistes oh I'association de la fixation des buts et du temps iconornise peut Ctre exploitee pour stimuler la motivation et I'implication dans la formation au transfert.This article deals with several dilemmas in making decisions about appropriate methods of training to cope with rapidly changing job requirements and employment opportunities. First, unless specific efforts are made to develop adaptive expertise, the automation of skills associated with expertise may result in domain-specific knowledge that does not transfer. Second, methods of training that rnaximise immediate outcomes may do so at the cost of the longer-term benefits of developing transferable skills. Transfer tests and long-term evaluation are necessary to detect which methods best develop generalisable skills. Finally, the cognitive factors that are known to be effective in facilitating transfer are effortful and, unless handled carefully, may have Requests for reprints should be sent to 318 HESKETH unintended motivational consequences. The article reviews research relevant to these dilemmas and their possible resolution and outlines ways in which an understanding of time discounting and goal setting can be used to enhance motivation and commitment to training for transfer.

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Strategic transfer: A tool for academic problem solving

Cited by 24 publications

References 57 publications

A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design From the Viewpoint of Semantic Distance

A Study on the Difficulties of Learning Phase Transition in Object-Oriented Analysis and Design From the Viewpoint of Semantic Distance

Radical Awareness and Word Acquisition Among Nonnative Learners of Chinese

Dilemmas in Training for Transfer and Retention

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