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The Resurgence of Research Into Transfer: An Introduction to the Final Articles of the Transfer Strand

We are in the midst of a resurgence of research into the transfer-of-learning. This is essential because transfer is arguably one of the most important issues in the learning sciences. The success of the educational enterprise requires that students are able to transfer what they have learned to future classes as well as to their professional, personal, and civic lives. Otherwise instruction is wasted. Therefore, knowing how to design learning environments to foster transfer is crucial if education is to be successful. One reason for the resurgence of research into transfer has been expanded contemporary understandings of what counts as transfer. Although transfer has been broadly conceptualized for many years as occurring in any situation in which a learner uses what he or she previously learned, prior research often operationalized transfer much more narrowly. Transfer was considered to have occurred only if the learner could completely and immediately use procedures or principles derived from prior learning to successfully perform a task in selected ways that were predefined by the researcher. Four key expansions of what counts as transfer have fostered this resurgence. First, what can be transferred has been expanded to include not just procedures and abstract principles, but also representations (Barnett & Ceci, 2002; Novick