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Transfer of learning occurs when people apply information, strategies, and skills they have learned to a new situation or context. Transfer is not a discrete activity, but is rather an integral part of the learning process. Researchers attempt to identify when and how transfer occurs and to offer strategies to improve transfer. Contents 1 Overview
Transfer learning (TL) is a research problem in machine learning (ML) that focuses on storing knowledge gained while solving one problem and applying it to a different but related problem. For example, knowledge gained while learning to recognize cars could apply when trying to recognize trucks.
Transfer of training is applying knowledge and skills acquired during training to a targeted job or role. This is a term commonly used within industrial and organizational psychology. For example, after completing a safety course, transfer of training occurs when the employee uses learned safety behaviors in their work environment.
Transfer of learning is the idea that what one learns in school somehow carries over to situations different from that particular time and that particular setting. Transfer was amongst the first phenomena tested in educational psychology. Edward Lee Thorndike was a pioneer in transfer research.
In organizational theory, knowledge transfer is the practical problem of transferring knowledge from one part of the organization to another. Like knowledge management, knowledge transfer seeks to organize, create, capture or distribute knowledge and ensure its availability for future users.
Language transfer is the application of linguistic features from one language to another by a bilingual or multilingual speaker. Language transfer may occur across both languages in the acquisition of a simultaneous bilingual, from a mature speaker's first language (L1) to a second language (L2) they are acquiring, or from an L2 back to the L1.
Transfer of learning to other disciplines appears to be low or nonexistent (p. 50-59) Given the above signs of signaling, Caplan argues in ch. 5–6 that the selfish return to education is greater than the social return to education, suggesting that greater educational attainment creates a negative externality (p. 198 ).
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