Theoretical Models of Training and Transfer Effects

Niels A. Taatgen*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

6 Citations (Scopus)
33 Downloads (Pure)

Abstract

Models of cognitive transfer are typically based on the theory of identical elements: knowledge from one task can only be used by another task if the elements of knowledge are identical. However, this leaves many open questions regarding the nature of the knowledge and the mechanisms of transfer. The central idea presented in this chapter is that the elements of knowledge can be identified at several levels of abstraction, and that knowledge can transfer at a very low level. Moreover, the mechanism of transfer is that general knowledge is a byproduct of learning. The PRIMs (primitive information processing element) theory offers a process model of transfer. In this chapter we discuss the basis of PRIMs and show how it can predict phenomena around brain training, cognitive development, and learning from instructions at different levels of abstraction.

Original languageEnglish
Title of host publicationCognitive Training
Subtitle of host publicationAn Overview of Features and Applications: Second Edition
EditorsTilo Strobach, Julia Karbach
PublisherSpringer
Pages41-54
Number of pages14
ISBN (Electronic)978-3-030-39292-5
ISBN (Print)978-3-030-39291-8
DOIs
Publication statusPublished - 1-Jan-2020

Keywords

  • Analogy
  • Brain training
  • Cognitive development
  • Cognitive model
  • Cognitive skills
  • Expertise
  • Far transfer
  • Identical elements
  • Near transfer

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