Positive Transfer Effects Research Articles

The effect of prior experience on acquiring skill on a simulated inertial control task. AMRL-TR-66-25.

Abstract : The performance of test pilots and college student subjects in acquiring the skill to control the attitude of a simulated space vehicle was compared. The purpose of the comparison was to investigate transfer of training to this type of task as a function of prior pilot experience and determine the degree to which one may generalize from students to pilots. There was also a further breakdown of the student group into experimental subgroups to assess the effects of type of control/display relationship and the order of part training on the acquisition of the vehicular control task. The secondary comparisons within the student group were to determine optima training conditions to make the comparison with the pilots as equitable as possible. The conclusions based on the results of the study were (1) there appear to be more positive transfer effects than negative in transitioning from flying aircraft to a simulated inertial control task; (2) the degree to which generalizations can be made from students to pilots depends on the amount of training given the students provided an optimal control/display relationship is used; (3) previously untrained subjects can achieve skill levels comparable to pilots on this type of task, but it takes more trials for the nonpilot to do so; (4) order of part training does not appear to be an important variable in training on this type of task.

Transfer of training as a function of experimental paradigm and meaningfulness

Summary The effects of three widely divergent levels of meaningfulness on paired-associate transfer under the A-B, A-Br and A-B, A-C paradigms were evaluated by means of a mixedlist design. As compared with the A-B, C-D control paradigm, A-B, A-Br transfer shifted from positive for consonant syllables to negative for common three-letter words. Negative transfer was also found to increase consistently, although insignificantly, with increased meaningfulness for the A-B, A-C paradigm. The differential effects were attributed to the predominance of associative interference under high-meaningfulness conditions, and to increasing positive transfer effects produced by the greater importance of response (and possibly stimulus) learning as meaningfulness decreases.

An Investigation of the Positive Transfer Effects in the Learning of a Sensori-Motor Task

An Investigation of the Positive Transfer Effects in the Learning of a Sensori-Motor Task