Transfer of learning or hereafter transfer can be described as the ability to apply procedures or knowledge from one context to a novel context. Transfers of learning may encompass near, far, positive and negative transfers. A distinction can be made between near transfer and far transfer. Near transfer can be described as the transfer from initial learning, which is presented in a given setting that is closely associated. Essentially, near transfer occurs between two similar contexts (Larsen ‐ Freeman, 2013). On the other hand, far transfer refers to both the capacity to employ what was learned in one situation to a dissimilar one and also as the capacity to solve new problems that share shared structure with the knowledge attained in the past. This form of transfer typically occurs over two broadly separate contexts (Larsen ‐ Freeman, 2013). An excellent example of a near transfer is an employee using a personal computer at home to complete a task where the computer uses the same software and is of the same model as the computer the employee uses at work.
It is also possible to distinguish positive and negative transfers of learning. Positive transfer describes the facilitation in performance or learning of a new task based on what an individual has learned during an initial task ("Transfer: Training for Performance,” n.d.). This means that something that was learned in a previous context may help an individual learn in a new context. In contrast, negative transfers describe the decline in performance or learning of a secondary task based on what an individual has learned in the past. This form of transfer occurs whenever what an individual learned in the past, interferes with what they are trying to learn in a new context. An example of a positive transfer is when a student in a math class identifies his learning style and can use it in class successfully, the student can apply the same principles in another lesson. An instance of a negative transfer is, learning how to drive right-sided may affects an individual's ability to learn how to drive left-sided automotive.
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A performance curve can be described as a charting that can measure learning by observing and evaluating behavior (Dubrowski, 2005). The curve usually has an 'S' shape. This approach of measuring learning is not adequate because motor performance is not always a precise index of the amount learned (Dubrowski, 2005). Another significant limitation of performance curves is it gives the impression that people improve at the same rate, and this hides critical variations and differences between people.
References
Dubrowski, A. (2005). Performance Vs. Learning Curves: What Is Motor Learning And How Is It Measured?. Surgical Endoscopy and Other Interventional Techniques, 19(9), 1290-1290.
Larsen ‐ Freeman, D. (2013). Transfer of Learning Transformed . Language Learning, 63, 107-129.
Transfer: Training for Performance. (n.d.). National Academy of Science, https://www.nap.edu/read/2303/chapter/6#54
