This is a past event.

Applied Cognitive Science and Human Factors Forum

Kedmon Nyasha Hungwe Ph.D.
Associate Professor of Teacher Education
Cognitive and Learning Sciences
Michigan Tech

The concept of transfer has long historical roots in the literature on cognition and learning. At the same its precise meaning has remained elusive. Thus, Detterman (1993) was prompted to argue that transfer may be an epiphenomenon. That is a secondary effect or byproduct that is more aptly accounted for by other factors. Nevertheless, the idea of transfer persists. The National Science Standards make the case that students should “able to transfer knowledge from one context to another.” Other documents discuss the importance of being able to “effectively transfer knowledge between disciplines.” The issue is implicit in the Next Generation Science with the emphasis on “deeper understanding” and “cross-cutting concepts.”

The presentation discusses the concept of transfer based on a qualitative empirical investigation of a work activity that has been changing as a result of changes in technology. As a consequence, workers have to continually adapt to the changes. The theoretical framework is cognitive- structural, built on the assumption that cognition is defined by semiotic triadic structures that emerge and are transformed through intentional acts. Three kinds of consequences on knowledge and skill are identified: continuities, transformations, and discontinuities. It will be argued that this framework provides analytic power beyond the general concept of transfer, which has lacked a precise definition.