Learning varied tasks of the same type enables transfer to unencountered tasks of that type¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 6 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? Learners acquire the ability to transfer knowledge and skill to unencountered tasks of a type by doing a variety of different tasks of that type. → M. David Merrill 2007

Evidence¶

M. David Merrill 2007¶

M. David Merrill. (2007). A Task-Centered Instructional Strategy. Journal of Research on Technology in Education, 40(1), 5–22. https://eric.ed.gov/?id=EJ826059

q1 · i? · theoretical · r2

A theoretical assertion in the task-progression section of this conceptual paper, offered without empirical test; the article states that "learners acquire the ability to transfer their knowledge and skill to yet unencountered tasks of this type" through varied same-type tasks.

"It is by learning to do a variety of different tasks of the same type that learners acquire the ability to transfer their knowledge and skill to yet unencountered tasks of this type."

Discussion¶

Related Claims¶

• Encoding variability across varied example contexts produces decontextualization supporting transfer (review reports DiVesta and Peverly) — related
• Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — related
• Stepwise handwriting instruction produced transfer of shape-analysis to new tasks such as Arabic writing, blueprints, and drawings — a narrower finding that bears on this claim