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Embedding metacognitive cues in hypermedia system to promote far transfer problem solving.
age differences in near and far transfer of task-switching training.
No effects of condition or sex were found on far transfer.
Second, but equally important, what students learned was a better predictor of far transfer than the way that they learned.
These kinds of near transfers are easier to encourage and have a higher likelihood of success than what's at the other side of the continuum — far transfer.
In the more difficult area of far transfer, students use their judgment about applying their skills and knowledge from one context to a substantially different one.
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There were minor improvements in two of six near-transfer tasks, and evidence of far-transfer of training effects in four of five far-transfer tasks.
Our design included near- and far-transfer measures (at 1 week, 3 months and 3 years).
A near-transfer task included new puzzle-problems with the same puzzle-pieces as the intervention, and a far-transfer task used a wider variety of puzzle-pieces.
The positive effect of self-explanation gets stronger when students׳ diagnostic performance is tested on far-transfer clinical cases, suggesting that deeper understanding and meaningful learning do occur.
However, substantive research on transfer of skills suggests that far-transfer - i.e., the transfer of skills between two areas only loosely related to each other - occurs rarely.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com