Include explicit transfer instructions discussing how trained strategies could apply to new tasks to promote transfer of metacognitive training¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that training groups explicitly discuss how trained strategies could be used on different tasks: trainees "do not practice applying the strategy to the new task, but just discuss (with the trainer) how the approach could in principle be used on other tasks." These explicit transfer instructions produced reliable transfer to text learning in older adults trained in imagery and sentence generation. The authors suggest this works by prompting task evaluation to determine whether and how a self-regulatory strategy applies to new materials.

Design Implications¶

Context¶

Requirements¶

• A trainer-led discussion of how the trained strategy could in principle be used on other tasks

Constraints¶

• Transfer instructions alone involve discussion without practice applying the strategy to the new task

Target Learners¶

• older adults in memory-training programs

Target Learning Goals¶

• transferring trained learning strategies to untrained tasks such as text learning

Related Strategies¶

• Consider integrating mathematics and writing instruction by explicitly promoting transfer of shared language and cognitive skills
• Indirect training: prompting metacognitive regulation in regular subject classes to promote transfer across contexts

Examples¶

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Key Sources¶

• 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/