The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill

Jeroen J.G. van Merriënboer, Marcel B.M. de Croock, Otto Jelsma

    Research output: Contribution to journalArticleAcademicpeer-review

    30 Citations (Scopus)

    Abstract

    In an exploratory study, the effects oi contextual interference on retention and transfer performance were studied for learning A complex cognitive skd, namely, troubleshooting a computer-based simulation oC J chemical process plant. Support was found for the "transfer paradox": high contextual interference had negative effects on performance during practice and none on number of retention problems solved after the training but positive effects on number of new problems solved (transfer). Implications for the design of training are discussed.
    Original languageEnglish
    Pages (from-to)784-786
    JournalPerceptual and motor skills
    Volume84
    DOIs
    Publication statusPublished - 1997

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