Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older adults¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Older adults trained in imagery and sentence generation who also received transfer instructions showed reliable transfer to text learning, a task never practiced or discussed during training. → Hertzog C 2011
Evidence¶
Hertzog C 2011¶
Hertzog C, Dunlosky J. (2011). Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation. Current Directions in Psychological Science. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3903298/
q2 · i? · review · r2
The review reports a study (Cavallini et al., 2010) in which older adults trained in imagery and sentence generation, some receiving transfer instructions discussing application to a grocery-list task; "The transfer instructions resulted in reliable transfer to text learning." The authors note a recent unpublished replication.
"The transfer instructions resulted in reliable transfer to text learning – a task that they had never practiced nor had been discussed during training."
Discussion¶
Related Claims¶
- Brain games produce statistically significant cognitive performance gains in older adults, but gains are modest and do not detect improvements over control tasks or produce far transfer — related
- Multitasking training transferred to untrained working memory and sustained attention tasks in older adults, unlike control training — related
- Summarization, highlighting, the keyword mnemonic, imagery for text, and rereading receive low utility assessments — related
- Strategy Instruction Needs Conditional Knowledge — a broader claim this one bears on
- CogMed computerized working-memory training improves practiced working-memory skills with narrow transfer, and controls playing the same games without increasing difficulty show no gains — related
- Computerized training of inhibition in young children shows limited success, and a randomized trial found narrow, skill-specific transfer of working-memory and reasoning training in 4-year-olds — related
- Regular and explicit teacher addressing of metacognitive strategies is linked to students applying more metacognitive strategies over time — related
- Practice with one eye in controlling reversible perspective transfers to the unpracticed eye (cross-education) — related
- Instruction in methods of study improved school children's work when the instruction was specific to the tasks being undertaken — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-transfer-instructions-enable-strategy-transfer |
title |
Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older adults |
description |
Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older... |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hertzog-c-2011 |
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