Abstract
College students' ability to spontaneously access prior knowledge in the form of a general procedure and a specific strategy was demonstrated using a training for transfer paradigm ( Phye, 1989 Phye, 1990). Students received practice on verbal analogy problems during training and were given a delayed transfer task requiring memory-based transfer. Motivational variables of confidence in pretraining knowledge and awareness of training performance were used to predict successful transfer of strategic knowledge. Individual differences in awareness best predicted subjects' ability to spontaneously access prior knowledge. Results are discussed within the context of transfer-appropriate processing ( Bransford, 1990) and transfer-appropriate procedures ( Roediger, 1990) models of learning and memory. The argument is made that both memory and transfer processes are used as “tools” by competent problem solvers.
Published Version
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