Theories of the transfer of learning

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Abstract
This paper reviews theories of transfer from the perspective of whether they contain guidelines for generating educational approaches to the production of facilitative transfer. Two classes of theories are described. The first class of theories are based on the notion that the conditions for transfer are established when an original learning event and a transfer event share common stimulus properties. The second class of theories takes the position that facilitative transfer is a product of a successful memory search process. These two classes of theories are compared, and their potential for providing guidelines for educational practice is examined.

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