Transfer in Problem Solution as Related to the Type of Training

Crannell, C. W.

doi:10.1080/00221309.1956.9920254

Cited by 5 publications

(4 citation statements)

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“…The first four studies reviewed here are similar in that all dealt more or less with transfer following training by memorization vs. training by various "understanding" methods. Hilgard, Irvine, and Whipple (1953), Hilgard,Edgren,and Irvine (19S4), and Crannell (1956), all used Katona card tricks (Katona, 1940) as tasks; Forgus and Schwartz (1957) used various arrangements of letters.…”

Section: Transfer Following Variations In Training Different Methods ...mentioning

confidence: 99%

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Recent research on human problem solving.

Duncan¹

1959

Psychological Bulletin

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Section: Transfer Following Variations In Training Different Methods ...mentioning

confidence: 99%

“…All experiments on methods of "understanding" (Gorman, 1957;Crannell, 1956;Fergus & Schwartz, 1957;Hilgard et al, 1953;Hilgard et al, 1954) used several transfer tasks, some called simple, others difficult. In some cases, but not always, it appeared that different training methods produced differences only on difficult transfer problems.…”

Section: Difficultymentioning

confidence: 99%

Recent research on human problem solving.

Duncan¹

1959

Psychological Bulletin

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“…For example, Judd (1908) and Hendnckson and Schroeder ( 194 1) demonstrated the usefulness of teaching through general principles by using rules of light infraction to improve proficiency in underwater shooting. Crannell (1956), in a series of three studies, showed the value of teaching general principles for problem solving by improving subjects' ability to learn card-sorting tricks. Goldbeck, Bernstein, Hillix, and Marx (1957) found that individuals instructed in the principles of analyzing prohlems were better able to locate problems with malfunctioning electronic equipment.…”

Section: Training Designmentioning

confidence: 99%

Transfer of Training: A Review and Directions for Future Research

Baldwin

Ford

1988

Personnel Psychology

2,454

2,786

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Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the "transfer problem." The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed.

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“…For example, while explaining the technical aspects of underwater shooting, Judd [16] and Hendrickson, Schroeder [17] demonstrated how important it was to know the underlying general rules and principles of the underwater shooting. Crannell [18] argued the same point that the underlying general rules and principles were very important by conducting experiments on subject's ability to learn through card sorting tricks. Goldbeck, Bernstein [19] discovered that the technicians of malfunctioning electronic equipment who clearly understood the underlying functioning principles of the electronic equipment were in a better position to solve problems than the technicians who were not [6].…”

Section: Training Designmentioning

confidence: 99%