1999: 46). The participants in my study had already entered Year 1 via an Early Years setting of course, but their reading and phonological awareness would still have been developing, and this study contributed to that process. 2.11 The notion of transfer All of this hinges on this notion of one skill being able to impact upon ‘transfer’: another (potentially related) skill. This is contested ground, because the development of one skill (or body of knowledge, or area of understanding) causally enabling the development of another has yet to be demonstrated in any a discipline. “Despite of research, arguments surrounding the question of whether transfer century’s worth and Ceci, 2002: 612). occurs have made little progress toward resolution” (Barnett Dettermann and Sternberg (1993) are nothing short of dismissive: First, most studies fail to find transfer. Second, those studies claiming transfer can only be said to have found transfer by the most generous of criteria and would not meet the classical definition of transfer, defined by Detterman [1993: 4] as "the degree to which a behaviour will be repeated in a new situation". ... In short, from studies that claim to show transfer and that don't show transfer, there is no evidence to contradict Thorndike's general conclusions: Transfer is rare, and its likelihood of occurrence is directly related to the similarity between two situations. (Dettermann and Sternberg, 1993: 15) It is of interest that Detterman and Sternberg refer to than ‘behaviour’, rather learning, or knowledge. This reference to similarity of situation is a recurring theme which shall be returned to and explored throughout this literature section on review’s transfer.
1999: 46). The participants in my study had already entered Year 1 via an Early Years setting of course, but their reading and phonological awareness would still have been developing, and this study contributed to that process. 2.11 The notion of transfer All of this hinges on this notion of ‘transfer’: one skill being able to impact upon another (potentially related) skill. This is contested ground, because the development of one skill (or body of knowledge, or area of understanding) causally enabling the development of another has yet to be demonstrated in any discipline. “Despite a century’s worth of research, arguments surrounding the question of whether transfer occurs have made little progress toward resolution” (Barnett and Ceci, 2002: 612). Dettermann and Sternberg (1993) are nothing short of dismissive: First, most studies fail to find transfer. Second, those studies claiming transfer can only be said to have found transfer by the most generous of criteria and would not meet the classical definition of transfer, defined by Detterman [1993: 4] as "the degree to which a behaviour will be repeated in a new situation". ... In short, from studies that claim to show transfer and that don't show transfer, there is no evidence to contradict Thorndike's general conclusions: Transfer is rare, and its likelihood of occurrence is directly related to the similarity between two situations. (Dettermann and Sternberg, 1993: 15) It is of interest that Detterman and Sternberg refer to ‘behaviour’, rather than learning, or knowledge. This reference to similarity of situation is a recurring theme which shall be returned to and explored throughout this literature review’s section on transfer.
AAA_EdD_-_THE_WHOLE_THING_%28post_viva%29.docx