and Ceci) six contextual variables alone, each with degrees of distance. I have mentioned Barnett and Ceci because for my research model I was building on Gromko (2005), who made analysis of reading scores after a series of children’s lessons in the reading of music. Gromko refers to Barnett and Ceci’s (2002) “near (Gromko, 2005: 201), by which she means that the contexts of transfer hypothesis” how and the two modes of reading are conducted were very similar. ‘when, where’ With regard to my own research, there are contextual variants which had to be taken into account methodologically. To this end, I adapted method, the changes Gromko’s from which I will explain, analyse and justify in a later section. But for now, were I to apply Barnett and taxonomy for transfer to my research design, in order to Ceci’s demonstrate the of the table would appear as follows. ‘nearness transfer’, Table 2.4: Analysis of the distance of transfer contained in this research design Context: When and where transferred from and to Near Far Knowledge Interpretation of domain symbols, albeit in different formats Physical Different room at context school Temporal During the same context period Functional Both academic context Social Both individual, with context the use of small and large groups Modality Both written, different format
and Ceci) six contextual variables alone, each with degrees of distance. I have mentioned Barnett and Ceci because for my research model I was building on Gromko (2005), who made analysis of children’s reading scores after a series of lessons in the reading of music. Gromko refers to Barnett and Ceci’s (2002) “near transfer hypothesis” (Gromko, 2005: 201), by which she means that the contexts of ‘when, how and where’ the two modes of reading are conducted were very similar. With regard to my own research, there are contextual variants which had to be taken into account methodologically. To this end, I adapted Gromko’s method, the changes from which I will explain, analyse and justify in a later section. But for now, were I to apply Barnett and Ceci’s taxonomy for transfer to my research design, in order to demonstrate the ‘nearness of transfer’, the table would appear as follows. Table 2.4: Analysis of the distance of transfer contained in this research design Context: When and where transferred from and to Near Far Knowledge domain Interpretation of symbols, albeit in different formats Physical context Different room at school Temporal context During the same period Functional context Both academic Social context Both individual, with the use of small and large groups Modality Both written, different format
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