Bibliographic Details
| Title: |
Editorial: How do Abstract Representations Enable Transfer? |
| Authors: |
Longman, Cai S.1 (AUTHOR) cai.longman@uws.ac.uk, Pfeuffer, Christina U.2 (AUTHOR) |
| Source: |
Quarterly Journal of Experimental Psychology. Jun2026, Vol. 79 Issue 6, p1363-1366. 4p. |
| Subject Terms: |
Transfer of training, Categories (Philosophy), Psychology, Prompts (Psychology), Control (Psychology), Similarity (Psychology), Cognitive maps (Psychology) |
| Abstract: |
This article focuses on the role of abstract representations in the transfer of learning, which is the application of prior knowledge to new contexts. It reviews diverse research showing that transfer is more likely when there is conceptual overlap between training and transfer tasks, and that information can be represented and transferred at multiple levels of abstraction, including stimuli, categories, rules, and cognitive control processes. The article also highlights the influence of instructions on how information is represented and the likelihood of transfer, noting that instructions can both facilitate and hinder transfer depending on context. Overall, transfer is described as a by-product of how information is abstractly represented in memory, shaped by factors such as conceptual overlap, representation type, and instructional framing. [Extracted from the article] |
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| Database: |
Business Source Index |