TAEDEL402A Lecture Notes - Lecture 5: Overlearning, Spaced
8 May 2018
School
Course
Professor
WEEK 5: LEARNING & TRANSFER OF LEARNING
Information Processing Theory:
Closed Skills: involve responding to predictable
situations with standardized responses
Open Skills: involve responding to variable situations
with adaptive responses
Theory of Identical Elements:
• Transfer will be maximized when the tasks,
materials, and equipment in training are similar to the
work environment
• Identical elements are particularly important for promoting near transfer, applying learned capabilities
exactly to the work situation
Stimulus Generalisation:
• Transfer is enhanced when the most important features, or general principles, are emphasized during
training
• The stimulus generalization approach is appropriate to promote far transfer, applying learned capabilities to
the work environment when it is not identical to training
Cognitive Theory of Transfer:
• Trasfer depeds o a traiee’s aility to
retrieve learned capabilities
• Meaningful material and coding schemes
enhance storage and recall of training
Mental and Physical Processes:
• Learig depeds o the learer’s ogitive proesses, orgaizig the otet i a etal represetatio,
and relating the content to existing knowledge from long-term memory
• Learning is a function of 8 processes; expectancy, perception, working storage, semantic encoding, long term
storage, retrieval, generalizing, gratification
Learning Strategies: different learning strategies influence how training content is coded
• rehearsal: learning through repetition
• organizing: finding similarities and themes
• elaboration: relating the material to other more familiar knowledge
The Learning Cycle: Learning can be considered a dynamic cycle involving four stages
• concrete experience: trainees encounter a
concreate experience
• reflective observation: trainees think about
the problem
• abstract conceptualization: trainees generate
ideas how to solve the problem
• active experimentation: traiee’s
implementation ideas to solve the problem
Employees must know objectives: has three components
• what the learner is expected to do or know
• quality or level of acceptable performance
• conditions under which the learner is
expected to perform
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Closed skills: involve responding to predictable situations with standardized responses. Open skills: involve responding to variable situations with adaptive responses. Transfer will be maximized when the tasks, materials, and equipment in training are similar to the work environment. Identical elements are particularly important for promoting near transfer, applying learned capabilities exactly to the work situation. Cognitive theory of transfer: tra(cid:374)sfer depe(cid:374)ds o(cid:374) a trai(cid:374)ee"s a(cid:271)ility to retrieve learned capabilities, meaningful material and coding schemes enhance storage and recall of training. Lear(cid:374)i(cid:374)g depe(cid:374)ds o(cid:374) the lear(cid:374)er"s (cid:272)og(cid:374)itive pro(cid:272)esses, orga(cid:374)izi(cid:374)g the (cid:272)o(cid:374)te(cid:374)t i(cid:374) a (cid:373)e(cid:374)tal represe(cid:374)tatio(cid:374), and relating the content to existing knowledge from long-term memory. Learning is a function of 8 processes; expectancy, perception, working storage, semantic encoding, long term storage, retrieval, generalizing, gratification. Learning strategies: different learning strategies influence how training content is coded rehearsal: learning through repetition: organizing: finding similarities and themes, elaboration: relating the material to other more familiar knowledge.
