Journal
EDUCATIONAL PSYCHOLOGIST
Volume 47, Issue 3, Pages 177-188Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00461520.2012.695709
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Transfer is typically thought of as requiring individuals to see what is the same in the deep structure between a new target problem and a previously encountered source problem, even though the surface features may be dissimilar. We propose that experts can see the deep structure by considering the first-order interactions of the explicit surface features and the second-order relationships between the first-order cues. Based on this speculative hypothesis, we propose a domain-specific bottom-up instructional approach that teaches students explicitly to focus on deriving the first-order interactions cues and noticing the second-order relationships among the first-order interaction cues. To do so, researchers and instructional designers need to first extract from experienced solvers or experts how they derive such first-order cues. Transfer is assumed to be based on the similarities in the second-order relationships, which are familiar everyday relationships such as equal to, greater than, and so forth.
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