Download Chapter 4 - BergeronLeadershipandLearning

How the Brain Learns:
Chapter 4
The Power of Transfer
Transfer
• “[It] encompasses the ability to learn in one situation and then use that
learning, possibly in a modified or generalized form, in other
situations”(143).
• Transfer is the core of problem solving, creative thinking, and all other
higher mental processes, inventions, and artistic products. It is also one of
the ultimate goals of teaching and learning”(143).
Transfer Methods
• Transfer during learning: “the effect that past learning has…”(144). This is
from your long-term storage.
• Transfer of learning: “the degree to which the learner applies the new
learning in future situations”(144). This comes from immediate memory.
*What is the difference between high-road and low-road transfer?
Transfer Types
•
Positive Transfer: “When past learning helps the learner deal with new
learning”(145).
*A violin player learning to play the viola versus a trombone player learning to play
the viola.
•
Negative Transfer: When “past learning interferes with the learner’s
understanding of new learning, resulting in confusion of errors”(146).
*Learning to drive an automatic transmission then trying to drive a manually
operated transmission.
Transfer of Learning
• The brain finds patterns in past information and skills to solve problems. The
brain uses striatum (a group of neurons located midbrain) to update
important information already learned and stored in the working memory.
*Studies show that students struggle to understand how the skills and
knowledge previously learned in school can apply to new situations outside of
school.
*Example of something you have learned in school that you are able to apply
to your own life?
Successful Transfer
• Occurs when educators “advocate thematic units and an integrated
curriculum”(147).
*What is meant by “thematic units” and “integrated curriculum”?
Teaching for Transfer
• The environment (tastes, smells, songs, etc.) provoke memory more than
when consciously done by the learner.
• Teachers can provoke transfer by identifying factors “that facilitate learning
(positive transfer) while minimizing or eliminating factors that can cause
interference (negative transfer)”(148).
*What are some factors that would facilitate positive transfer within the
classroom? What about negative?
Factors Affecting Transfer
•
•
“How quickly transfer occurs during a learning situation depends on the rate of retrieval”(149).
Working memory uses a cue that helps the long-term memory “locate, identify, and select the material for
later retrieval, similar to the way the label on a file folder helps locate and identify what is in the file”(149).
• 4 factors that effect learning:
1. The context and degree of original learning
2. Similarity
3. Critical attributes
4. Association
• “No factor is more important than the others, and the often work together”(150).
Context and Degree of Original Learning
• “The quality of transfer that occurs during new learning is largely dependent
on the quality of the original learning”(150).
• “Trying to learn too many concepts too quickly may hinder transfer because
the learner is simply memorizing isolated facts with little opportunity to
organize the material in a meaningful fashion, chunk it, and link it to prior
related knowledge”(150).
*How do you study for a test? Do you cram or do you try and associate with prior
learning?
Similarity
• “Similarity of sensory modalities is another form of transfer”(151).
(Using the color red to show danger).
• Sometimes sensory similarities can cause confusion—like with sounds:
there, their, and they’re.
• Due to this possibility of confusion, “the more specific the cue that working
memory attaches to a new learning, the easier it is for long-term memory to
identify the item being sought.
Similarity
• “We store by similarity, but we retrieve by difference.”
• “To retrieve an item, long-term memory identifies how it is different from all
the other items in that network”(151).
*An example of this is when you try and locate a friend in a crowd. You try and
find the unique aspects of the individual—face, height, clothing, etc.
Critical Attributes
• “Critical attributes, characteristics that make one idea unique from all
others, are the cues of difference and learners can use as part of their
storage process”(152).
• “Successful retrieval from mental storage areas is accomplished by
identifying differences among concepts”(153).
Association
• “Whenever two events, actions, or feelings are learned together, they are
said to be associated or bonded, so that the recall of one prompts the
spontaneous recall of the other”(153).
*Romeo and Juliet, Batman and Robin.
*Complete the example transfer on page 153.
• “Making associations expands the brain’s ability to retain information”(154).
Association
• Emotions are powerful modes of association because “the brain’s amygdala
encodes emotional messages when they are strong and bonds them to
learnings for long-term storage”(154).
• “Emotions usually have a higher priority than cognitive processing for
commanding our attention”(154).
*Ways to use association in teaching are by telling stories, using humor, realworld examples, demonstrations.
Teaching Methods
• Two major factors lead to successful transfer when teaching: time sequence
and the complexity of the transfer link between the learnings.
*What is Transfer from past to present?
*What is transfer from present to future?
Complexity of the Link Between Learnings
• Transfer connection can be complex or superficial.
*Give an example for both.
Time Sequence
• “Transfer is more likely to occur when students have an opportunity to
reflect on their new learning. This reflection time can occur during closure,
and is more likely to take place if the student is given a specific task”(15657).
*How can you apply this information to tutoring?