# LEARNING AND TRANSFER PROCESSES IN KNOWLEDGE ACQUISITION

> **NIH NIH R37** · UNIVERSITY OF CALIFORNIA BERKELEY · 1994 · $147,728

## Abstract

In some views, a major driving force of learning is the propensity to apply
whatever understanding one may have to novel situations.  However,
controversy has always surrounded the topic of transfer of knowledge.
Extravagant claims that transfer is omnipresent or, antithetically, that it
rarely occurs come from two different historical traditions, problem
solving and conceptual development.  The proposed research will draw upon
both traditions in an attempt to understand transfer in very young children
(1-5 years).

In order to evaluate the likelihood that transfer will occur, it is
necessary to classify the knowledge to be transferred in terms of its
structural organization and functional significance to the learner.  If
knowledge is consistent with a coherent theory or a principled
understanding, it is nearly impossible to impede flexible application.  If,
however, application of a previously learned isolated rule or specific
solution is required, transfer is elusive.  Learners are hesitant to apply
fragmentary, unassimilated knowledge which tends to remain embedded within
the specific contexts of habitual use.  It is argued that this pattern is
age-independent.  What changes with age is the complexity and organization
of available knowledge.  In this research, children's application of
specific solutions (tool use/problem solving) or general principles
(biological knowledge/conceptual development) will be compared and
contrasted.

A model of transfer is proposed that involves three methods of fixing or
encapsulating information, hence impeding transfer, and three methods of
releasing or disembedding a solution so that it becomes widely available.
Encapsulating mechanisms are:  (1) negative learning set; (2) cognitive
embeddedness; and (3) functional fixedness.  Freeing mechanisms are:  (1)
positive learning set; (2) perceiving the solution tool as one of many
creative uses; and (3) reflecting on the deep structure via teaching or
discussion.

## Key facts

- **NIH application ID:** 2195003
- **Project number:** 5R37HD006864-21
- **Recipient organization:** UNIVERSITY OF CALIFORNIA BERKELEY
- **SAM.gov UEI:** GS3YEVSS12N6
- **Principal Investigator:** ANN L BROWN
- **Activity code:** R37 (R01, R21, SBIR, etc.)
- **Funding institute:** NIH
- **Fiscal year:** 1994
- **Award amount:** $147,728
- **Award type:** 5
- **Project period:** 1978-09-01 → 1996-11-30

## Primary source

NIH RePORTER: https://reporter.nih.gov/project-details/2195003

## Citation

> US National Institutes of Health, RePORTER application 2195003, LEARNING AND TRANSFER PROCESSES IN KNOWLEDGE ACQUISITION (5R37HD006864-21). Retrieved via MORVS 2026-10-24 from https://api.morvs.ai/grant/nih/2195003. Licensed CC0.

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