Positive Transfer Effects Research Articles

A Review of the Influence of Wu Dialect on English Pronunciation Acquisition

The Wu dialect is widely spoken in Wu-speaking regions of China, which covers a considerable number of English learners. However, the phonetic system of the Wu dialect differs significantly from that of English, which greatly affects the English learning process of Wu-speaking learners, thus attracting numerous researchers to conduct related studies. This paper provides a comprehensive overview of research on the influence of Wu dialect on English phonological learning over the past two decades and presents a selection of twenty-seven papers to explore the theoretical framework, the research methodology, and the specific impacts encountered by English language learners who speak Wu dialect. Among them, the theoretical discussion centered on language transfer theory, Fleges Speech Learning Model and Bests Perceptual Assimilation Model; the research methodology consisted of qualitative analysis and empirical study; and the focus was placed on positive and negative transfer effects, i.e., the challenges posed by the absence or presence of phonological differences in the Wu dialect to the learners of English. The findings reveal significant segmental and suprasegmental influences in English pronunciation acquisition, with segmental challenges including differentiation of consonants and incomplete articulation of vowels, and suprasegmental challenges including stress placement, intonation patterns, and phonological rhythm. In addition, the discussion highlights the need for more empirical studies to supplement qualitative analyses, the consideration of regional variations within Wu dialect, and the exploration of teaching strategies informed by research findings. Therefore, the paper advocates for future research focusing on regional differences, deeper exploration of suprasegmental influences, integration of research into teaching practices, and diversified research methods.

Time to transfer: Long-term effects of a sustained and spiraled content literacy intervention in the elementary grades.

We investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The model of reading engagement intervention underscores thematic lessons that provide an intellectual structure for helping students connect new learning to a general schema in Grade 1 (animal survival), Grade 2 (scientific investigation of past events like dinosaur mass extinctions), and Grade 3 (scientific investigation of living systems). A total of 30 elementary schools (N = 2,870 students) were randomized to a treatment or control condition. In the treatment condition (i.e., full spiral curriculum), students participated in content literacy lessons from Grades 1 to 3 during the school year and wide reading of thematically related informational texts in the summer following Grades 1 and 2. In the control condition (i.e., partial spiral curriculum), students participated in lessons in only Grade 3. The Grade 3 lessons for both conditions were implemented online during the COVID-19 pandemic school year. Results reveal that treatment students outperformed control students on science vocabulary knowledge across all three grades. Furthermore, intent-to-treat analyses revealed positive transfer effects on Grade 3 science reading (ES = .14), domain-general reading comprehension (ES = .11), and mathematics achievement (ES = .12). Treatment impacts were sustained at 14-month follow-up on Grade 4 reading comprehension (ES = .12) and mathematics achievement (ES = .16). Findings indicate that a content literacy intervention that spirals topics and vocabulary across grades can improve students' long-term academic achievement outcomes. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The Influence of Second Language Learning on Language Transfer in the Process of Trilingual Education

The transfer from the second to the third language is not a simple and easy-understanding process. In exploring the process of trilingual learning, this study thoroughly examines the impact of second language learning on the acquisition of a third language, particularly the phenomenon of transfer. By talking about various aspects of language transfer, the study shows multiple factors influencing language transfer, and how these factors influence the learning processes of third languages. This passage expounds both the positive and negative transfer effects of the second language towards third language learning by using the literature analysis. It comes out of the various factors such as the interlinguistic universals, the depth and breadth of second language acquisition, and the third language learning environment which influence the third language acquisition. On this basis, the paper also explores how these findings can be applied in language teaching practice to optimize the learning strategies and teaching methods of trilingual learners. This paper comes to the conclusion of the influence of the second language on the third language acquisition in the language transfer aspect.

What Does It Take to Play the Piano? Cognito-Motor Functions Underlying Motor Learning in Older Adults.

The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance-ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance-ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.

Transfer of learning in histology: Insights from a longitudinal study.

All anatomical educators hope that students apply past training to both similar and new tasks. This two-group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10-week-long course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p < 0.001). The best predictor of final transfer performance was students' retention performance after 10 sessions, β = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, β = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater "visual activity" when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning.

The Positive and Negative Transfer Effects of Native Chinese Dialects in Japanese Phonological Learning

The Positive and Negative Transfer Effects of Native Chinese Dialects in Japanese Phonological Learning

Can cognitive training capitalise on near transfer effects? Limited evidence of transfer following online inhibition training in a randomised-controlled trial.

Despite early promise, cognitive training research has failed to deliver consistent real-world benefits and questions have been raised about the experimental rigour of many studies. Several meta-analyses have suggested that there is little to no evidence for transfer of training from computerised tasks to real-world skills. More targeted training approaches that aim to optimise performance on specific tasks have, however, shown more promising effects. In particular, the use of inhibition training for improving shoot/don't-shoot decision-making has returned positive far transfer effects. In the present work, we tested whether an online inhibition training task could generate near and mid-transfer effects in the context of response inhibition tasks. As there has been relatively little testing of retention effects in the literature to date, we also examined whether any benefits would persist over a 1-month interval. In a pre-registered, randomised-controlled trial, participants (n = 73) were allocated to either an inhibition training programme (six training sessions of a visual search task with singleton distractor) or a closely matched active control task (that omitted the distractor element). We assessed near transfer to a Flanker task, and mid-transfer to a computerised shoot/don't-shoot task. There was evidence for a near transfer effect, but no evidence for mid-transfer. There was also no evidence that the magnitude of training improvement was related to transfer task performance. This finding adds to the growing body of literature questioning the effectiveness of cognitive training. Given previous positive findings, however, there may still be value in continuing to explore the extent to which cognitive training can capitalise on near or mid-transfer effects for performance optimisation.

Off the shelf: Investigating transfer of learning using commercially available virtual reality equipment.

The evolution of virtual reality (VR) has created the opportunity for a relatively low-cost and accessible method to practice motor skills. Previous studies have demonstrated how motor skill practice in non-immersive virtual environments transfers to physical environments. Though minimal research has investigated motor learning and transfer within immersive VR, multiple experiments provide empirical evidence of positive transfer effects. Most studies have used software engines and modified hardware to enhance the similarities between virtual and physical environments. However, many learners and practitioners currently use commercially available VR intending to enhance real-world performance, though there is very little evidence to support the notion of positive transfer for these systems. Therefore, this experiment aimed to investigate how motor skill practice using a commercially available VR system improved real-world performance and how that compared to physical practice. Participants (n = 68) were randomly selected into one of two groups: virtual reality (VR) practice (n = 33) or real-world (RW) practice (n = 35). The experiment occurred over two consecutive days, with a pretest, posttest, and practice phase occurring each day. The pre- and post-testing phases were identical for both groups and consisted of putting a golf ball 10 times on a carpeted surface towards the center of a target. The practice phases consisted of 60 total putts per day in the respective environment (VR or RW). Participants continuously alternated golf putting holes from three different distances until they accrued 60 total putts. Participants in the RW group performed golf putts to three targets. Participants in the VR group also performed golf putts on three different miniature golf putting holes, using the commercially available Oculus Rift and the Cloudlands VR Minigolf game. The VR putting targets were designed to replicate the putting holes in the physical environment. Separate 2 (group) x 4 (test) repeated measures ANOVAs were used to assess accuracy and club head kinematics. The results revealed a significant main effect for test, but not for group. Post hoc analyses revealed that both groups significantly improved their putting accuracy and club head kinematics at similar rates. The results from this study indicate that the transfer of learning that occurred as a result of practicing in a commercially available VR environment was similarly effective when compared to RW practice.

Transferability and sustainability of process-based multi-task adaptive cognitive training in community-dwelling older adults with mild cognitive impairment: a randomized controlled trial

BackgroundCognitive training shows promising effects for improving cognitive domains in individuals with mild cognitive impairment (MCI), including the crucial predictive factor of executive function (EF) for dementia prognosis. Few studies have paid sufficient emphasis on the training-induced effects of cognitive training programs, particularly with regards to targeting EF. A process-based multi-task adaptive cognitive training (P-bM-tACT) program targeting EF is required to examine direct, transfer, and sustainability effects in older adults with MCI.ObjectiveThis study aimed to evaluate the direct effects of a P-bM-tACT program on EF, the transfer effects on untrained cognitive domains, and further explore the sustainability of training gains for older adults with MCI in the community.MethodsIn a single-blind, randomized controlled trial, 92 participants with MCI were randomly assigned to either the intervention group, participating in a P-bM-tACT program (3 training sessions/week, 60 min/session for 10 weeks) or the wait-list control group, accepting a health education program on MCI (1 education session/ twice a week, 40–60 min/session for 10 weeks). The direct and transfer effects of the P-bM-tACT program were assessed at baseline, immediately after 10 weeks of training, and the 3-month follow-up. Repeated measures analysis of variance and a simple effect test were used to compare the direct and transfer effects over the 3-time points between the two groups.ResultsThe P-bM-tACT program yielded a greater benefit of direct and transfer effects in the intervention group participants than in the wait-list control group. Combined with the results of simple effect tests, the direct and transfer effects of participants in the intervention group significantly increased immediately after 10 weeks of training compared to the baseline (F = 14.702 ~ 62.905, p < 0.05), and these effects were maintained at the 3-month follow-up (F = 19.595 ~ 122.22, p < 0.05). Besides, the acceptability of the cognitive training program was established with a high adherence rate of 83.4%.ConclusionsThe P-bM-tACT program exerted positive direct and transfer effects on the improvement of cognitive function, and these effects were sustained for 3 months. The findings provided a viable and potential approach to improving cognitive function in older adults with MCI in the community.Trial registrationThe trial was registered at Chinese Clinical Trials Registry on 09/01/2019 (www.chictr.org.cn; Number Registry: ChiCTR1900020585).

Working memory training in children with developmental language disorder: Effects on complex syntax in narratives.

This study assesses the impact of a working memory training program on the syntactic complexity of the spontaneous speech of French-speaking children with Developmental Language Disorder (DLD). Thirty-nine 6- to 12-year-old children with DLD were allocated to a WM training (DLDMM, N = 20) or an active control group (DLDSQULA, N = 19). The computerized training sessions took place three times a week, yielding 12 training hours per participant. Syntactic complexity was assessed in storytelling, measuring mean length of utterances, use of embedded clauses and rate of errors in complex utterances. The performance of participants with DLD was first compared to previous spontaneous data of 40 typically-developing (TD) children of the same age. Then, intragroup (pre- vs. post-test) and intergroup (DLDMM vs. DLDSQULA) comparisons were made to assess the impact of the working memory training on the language measures. Global results confirmed syntactic impairment in children with DLD, as opposed to TD children, with large differences for the use of embedded clauses. Findings also suggested gains in the mastery of embedded clauses in children who participated in the WM training, whereas no gains were observed in the DLD control group. These findings confirm deficits in complex syntax in children with DLD, in particular in embedded clauses, and may encourage the clinical use of language sample analysis, which provides an ecological account of children's language performance. While our results should be replicated on a larger scale, they also suggest positive transfer effects of working memory training on the capacity of participants with DLD to produce embedded clauses, in line with previous studies showing a positive effect of WM training on tasks of expressive syntax. It thus seems that working memory training can yield benefits for language, which leaves open the door to new therapeutic approaches for children with DLD.

Back to the future: A way to increase prosocial behavior.

Previous studies suggest a link between future thinking and prosocial behaviors. However, this association is not fully understood at state and trait level. The present study tested whether a brief future thinking induction promoted helping behavior in an unrelated task. In addition, the relation between mental time travel and prosocial behaviors in daily life was tested with questionnaire data. Forty-eight participants filled in questionnaires and were asked to think about the future for one minute or to name animals for one minute (control condition) before playing the Zurich Prosocial Game (a measure of helping behavior). Results revealed that participants in the future thinking condition helped significantly more than participants in the control condition. Moreover, questionnaire data showed that dispositional and positive orientation toward the future and the past was significantly associated with self-reported prosocial behaviors. The present findings suggest that thinking about the future in general has positive transfer effects on subsequent prosocial behavior and that people who think more about the past or future in a positive way engage more in prosocial behavior.

The negative secondary transfer effect: Comparing proposed mediation theories

The secondary transfer effect proposes that contact with an outgroup impacts attitudes towards another, secondary outgroup. For positive contact, three pathways have been identified for the effect: attitude generalization, multiculturalism, and ingroup reappraisal (deprovincialization hypothesis, operationalized here as national pride). Research on negative secondary transfer effects is still scarce. Using data from a German nationally representative survey, we investigated negative secondary transfer effects from foreigners to refugees. The three pathways were compared while considering positive and refugee contact. Negative and positive secondary transfer effects both occurred (partially) mediated via attitude generalization and multiculturalism but not via national pride. We conclude there might be a risk of generalizing prejudice from unrelated negative experiences via these two mechanisms. Research on forced migration and intergroup contact should further explore them with the ultimate goal of preventing negative secondary transfer effects. Longitudinal or experimental research is needed to address causality, ideally involving various outgroups.

Examining the effects of crosslinguistic awareness on the acquisition of English possessive determiners: the case of Brazilian Portuguese speakers

Possessive determiners (PDs) his and her are challenging for L2 learners to acquire, and this difficulty has been attributed to several factors, including negative L1 transfer effects (White et al., 2007). What researchers have not yet considered is how PDs are acquired by learners whose L1 predicts positive transfer effects. To address this question, the present study investigated the PD interlanguage of Brazilian Portuguese (BP) speakers, whose L1 has a PD system that is similar to English. It also considered the effects of crosslinguistic awareness on performance of this linguistic feature, as awareness between and across languages has been shown to support positive transfer (e.g., Gibson & Hufeisen, 2008). Two written and two oral tasks were used to measure performance, and a stimulated recall task was used to measure awareness. The results showed that BP-speakers exhibited advantages in their acquisition of his and her in comparison to previously studied L1 groups, and that learners who verbalised awareness of a crosslinguistic PD rule outperformed those who did not on two of three PD tasks. These findings contribute to the research suggesting that building crosslinguistic awareness of L1/L2 similarities could be an effective approach for supporting language learning.

Designing Visual-Arts Education Programs for Transfer Effects: Development and Experimental Evaluation of (Digital) Drawing Courses in the Art Museum Designed to Promote Adolescents' Socio-Emotional Skills.

An active engagement with arts in general and visual arts in particular has been hypothesized to yield beneficial effects beyond arts itself. So-called cognitive and socio-emotional “transfer” effects into other domains have been claimed. However, the empirical basis of these hopes is limited. This is partly due to a lack of experimental comparisons, theory-based designs, and objective measurements in the literature on transfer effects of arts education. Therefore, the aim of the present study was to design and experimentally investigate a theory-based visual-arts education program for adolescents aged between 12 and 19 years (Mage = 15.02, SDage = 1.75). The program was delivered in a museum context in three sessions and was expected to yield specific and objectively measurable transfer effects. To conduct a randomized field trial, three strictly parallelized and standardized art courses were developed, all of which addressed the topic of portrait drawing. The courses mainly differed regarding their instructional focus, which was either on periods of art history, on the facial expression of emotions, or on the self-perception of a person in the context of different social roles. In the first and more “traditional” course portrait drawing was used to better understand how portraits looked like in former centuries. The two other courses were designed in a way that the artistic engagement in portrait drawing was interwoven with practicing socio-emotional skills, namely empathy and emotion recognition in one course and understanding complex self-concept structures in the other. We expected positive socio-emotional transfer effects in the two “psychological” courses. We used an animated morph task to measure emotion recognition performance and a self-concept task to measure the self-complexity of participants before and after all three courses. Results indicate that an instructional focus on drawing the facial expressions of emotions yields specific improvements in emotion recognition, whereas drawing persons in different social roles yields a higher level of self-complexity in the self-concept task. In contrast, no significant effects on socio-emotional skills were found in the course focussing on art history. Therefore, our study provides causal evidence that visual-arts programs situated in an art-museum context can advance socio-emotional skills, when designed properly.

Train the brain with music (TBM): brain plasticity and cognitive benefits induced by musical training in elderly people in Germany and Switzerland, a study protocol for an RCT comparing musical instrumental practice to sensitization to music

BackgroundRecent data suggest that musical practice prevents age-related cognitive decline. But experimental evidence remains sparse and no concise information on the neurophysiological bases exists, although cognitive decline represents a major impediment to healthy aging. A challenge in the field of aging is developing training regimens that stimulate neuroplasticity and delay or reverse symptoms of cognitive and cerebral decline. To be successful, these regimens should be easily integrated in daily life and intrinsically motivating. This study combines for the first-time protocolled music practice in elderly with cutting-edge neuroimaging and behavioral approaches, comparing two types of musical education.MethodsWe conduct a two-site Hannover-Geneva randomized intervention study in altogether 155 retired healthy elderly (64–78) years, (63 in Geneva, 92 in Hannover), offering either piano instruction (experimental group) or musical listening awareness (control group). Over 12 months all participants receive weekly training for 1 hour, and exercise at home for ~ 30 min daily. Both groups study different music styles. Participants are tested at 4 time points (0, 6, and 12 months & post-training (18 months)) on cognitive and perceptual-motor aptitudes as well as via wide-ranging functional and structural neuroimaging and blood sampling.DiscussionWe aim to demonstrate positive transfer effects for faculties traditionally described to decline with age, particularly in the piano group: executive functions, working memory, processing speed, abstract thinking and fine motor skills. Benefits in both groups may show for verbal memory, hearing in noise and subjective well-being. In association with these behavioral benefits we anticipate functional and structural brain plasticity in temporal (medial and lateral), prefrontal and parietal areas and the basal ganglia.We intend exhibiting for the first time that musical activities can provoke important societal impacts by diminishing cognitive and perceptual-motor decline supported by functional and structural brain plasticity.Trial registrationThe Ethikkomission of the Leibniz Universität Hannover approved the protocol on 14.08.17 (no. 3604–2017), the neuroimaging part and blood sampling was approved by the Hannover Medical School on 07.03.18. The full protocol was approved by the Commission cantonale d’éthique de la recherche de Genève (no. 2016–02224) on 27.02.18 and registered at clinicaltrials.gov on 17.09.18 (NCT03674931, no. 81185).

PSYCHOLINGUISTIC PECULIARITIES OF FORMING STUDENTS GRAMMAR COMPETENCE IN TEACHING ENGLISH AFTER GERMAN

The article focuses on psycholinguistic aspects of forming and developing grammar competence in the process of teaching English as a second non-native language for students, native speakers of Ukrainian, majoring in German. The aim of the investigation is to analyze the psychological and linguistic factors that determine the process of second foreign language acquisition and grammar competence development under the conditions of artificial subordinate trilingualism. The analysis of psycholinguistic studies in the field of second and third language acquisition has been carried out. The concern of our investigation is the process of cross-linguistic influence of Ukrainian, German and English. A general overview of scientific approaches to understanding the models of multilingual interaction has been provided. The problem of dominant language in the process of acquiring another foreign language has been studied. The current research has suggested that the process of acquisition of the second non-native language is predominantly influenced by the first non-native language. It has been determined that cross-linguistic influence results in the phenomena of interference and transfer. Interference is regarded as a negative phenomenon resulting in production of mistakes by students and hindering the process of forming English grammar competence. Transfer is looked upon as a positive phenomenon that facilitates the development of grammar competence in one language on the basis of another. The processes of grammatical interference and transfer in the areas of morphology and syntax have been examined. The issues of preventing the negative influence of interference and facilitating the positive effects of transfer have been explored. Our survey has put forward for consideration the necessity to develop students linguistic awareness and ability to enhance the positive transfer effects. The educational background facilitates reducing the negative effect of interference as well. For this reason, the students knowledge acquired in one foreign language should be used to minimize the negative transfer while learning another foreign language. It is important to take into account typological closeness of English and German in order to increase students proficiency and awareness of similar and different aspects peculiar to morphology and syntax of English and German.

Transfer effects of step training on stepping performance in untrained directions in older adults: A randomized controlled trial

BackgroundAlthough step training improves the ability of quick stepping, some home-based step training systems train limited stepping directions and may cause harm by reducing stepping performance in untrained directions. This study examines the possible transfer effects of step training on stepping performance in untrained directions in older people. MethodsFifty four older adults were randomized into: forward step training (FT); lateral plus forward step training (FLT); or no training (NT) groups. FT and FLT participants undertook a 15-min training session involving 200 step repetitions. Prior to and post training, choice stepping reaction time and stepping kinematics in untrained, diagonal and lateral directions were assessed. ResultsSignificant interactions of group and time (pre/post-assessment) were evident for the first step after training indicating negative (delayed response time) and positive (faster peak stepping speed) transfer effects in the diagonal direction in the FT group. However, when the second to the fifth steps after training were included in the analysis, there were no significant interactions of group and time for measures in the diagonal stepping direction. ConclusionsStep training only in the forward direction improved stepping speed but may acutely slow response times in the untrained diagonal direction. However, this acute effect appears to dissipate after a few repeated step trials. Step training in both forward and lateral directions appears to induce no negative transfer effects in diagonal stepping. These findings suggest home-based step training systems present low risk of harm through negative transfer effects in untrained stepping directions.Trial registration: ANZCTR 369066.

Training and transfer effects of response inhibition training in children and adults.

Response inhibition is crucial for mental and physical health but studies assessing the trainability of this type of inhibition are rare. Thirty-nine children aged 10-12years and 46 adults aged 18-24years were assigned to an adaptive go/no-go inhibition training condition or an active control condition. Transfer of training effects to performance on tasks assessing response inhibition, interference control, working memory updating, task-switching, and non-verbal fluid intelligence were assessed during 3- and 6-month follow-up sessions and/or an immediate post-training session. Significant training improvements and positive transfer effects to a similar response inhibition task with other stimuli were observed for both children and adults. Reliable albeit short-lived transfer effects were only found for the children, specifically to working memory updating and task switching. These results suggest some potential for response-inhibition training programs to enhance aspects of cognitive functioning in children but not adults.

Relating Language and Music Skills in Young Children: A First Approach to Systemize and Compare Distinct Competencies on Different Levels.

Children in transition from kindergarten to school develop fundamental skills important for the acquisition of reading and writing. Previous research pointed toward substantial correlations between specific language- and music-related competencies as well as positive transfer effects from music on pre-literacy skills. However, until now the relationship between diverse music and language competencies remains unclear. In the present study, we used a comprehensive approach to clarify the relationships between a broad variety of language and music skills on different levels, not only between but also within domains. In order to do so, we selected representative language- and music-related competencies and systematically compared the performance of N = 44 5- to 7-year-old children with a control group of N = 20 young adults aged from 20 to 30. Competencies were organized in distinct levels according to varying units of vowels/sounds, words or syllables/short melodic or rhythmic phrases, syntax/harmony and context of a whole story/song to test for their interrelatedness within each domain. Following this, we conducted systematic correlation analyses between the competencies of both domains. Overall, selected competencies appeared to be appropriate for the measurement of language and music skills in young children with reference to comprehension, difficulty and a developmental perspective. In line with a hierarchical model of skill acquisition, performance on lower levels was predictive for the performance on higher levels within domains. Moreover, correlations between domains were stronger for competencies reflecting a similar level of cognitive processing, as expected. In conclusion, a systematic comparison of various competencies on distinct levels according to varying units turned out to be appropriate regarding comparability and interrelatedness. Results are discussed with regard to similarities and differences in the development of language and music skills as well as in terms of implications for further research on transfer effects from music on language.

Problem-Based Learning and Teaching in Construction-Oriented Secondary Vocational Education

Abstract It is a commonplace view today that schools do not prepare students properly for solving technical problems emerging in an ever-changing world. As attested by various PISA surveys, Hungarian students can only retrieve their knowledge situations. Their self-regulated learning, problem solving and cooperative skills do not develop in accord with the requirements of their future career. Positive transfer effects are only slightly expressed in learning, especially in the long run.