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Relevant bibliographies by topics / Training transfer

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Academic literature on the topic 'Training transfer'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Training transfer"

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S. Panchapakesan, S. Panchapakesan, and Dr K. Prabhakar Dr. K. Prabhakar. "Effectiveness of Training Transfer and Factors Influences the Training Transfer --An Analysis." Indian Journal of Applied Research 2, no. 2 (October 1, 2011): 109–12. http://dx.doi.org/10.15373/2249555x/nov2012/41.

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Seiberling, Christian, and Simone Kauffeld. "Volition to transfer: mastering obstacles in training transfer." Personnel Review 46, no. 4 (June 5, 2017): 809–23. http://dx.doi.org/10.1108/pr-08-2015-0202.

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Purpose The purpose of this paper is to seek a better understanding of the role of volition in the learning transfer system beyond the well-established concept of motivation to transfer. Design/methodology/approach Participants of a two-day leadership training were asked to complete two online questionnaires (t1 directly after training, t2 eight weeks after training). In total, 891 managers answered the first questionnaire, 465 the second. Findings Confirmatory factor analysis suggests that motivation and volition to transfer are perceived as two different constructs. Hierarchical linear regression shows that additional variance in training transfer can be explained when volition to transfer is taken into account. Structural equation models and bootstrap analysis suggest that both motivation and volition to transfer mediate effects of supervisor support and trainer performance on training transfer. Research limitations/implications The results imply that besides motivation to transfer, volition to transfer may be a relevant construct in the transfer of training. It remains to be tested how far these findings can be generalized to other training settings beside leadership trainings. Practical implications Organizations aiming at improving training transfer should focus on enhancing the participants’ motivation and volition to transfer. Both trainers and supervisors seem to promote transfer of training by influencing a trainee’s motivation to transfer and volition to transfer. Originality/value To the authors’ knowledge, this is the first study to systematically examine the role of volition in training transfer.

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Brearley, Simon, and Chris Bishop. "Transfer of Training." Strength and Conditioning Journal 41, no. 3 (June 2019): 97–109. http://dx.doi.org/10.1519/ssc.0000000000000450.

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Digranes, Swen H., and Jo Lynn Autry Digranes. "Training for Transfer:." Computers in the Schools 8, no. 1-3 (April 29, 1991): 151–54. http://dx.doi.org/10.1300/j025v08n01_18.

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Ford, Laura. "Improving training transfer." Industrial and Commercial Training 41, no. 2 (March 13, 2009): 92–96. http://dx.doi.org/10.1108/00197850910939135.

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Magracia, Cristi Marie, Lauren Rascati, Anusha Lekshminarayanan, Jose A. Fernandez, Ihsan Y. Balkaya, Wessam Gerguis, and Eric L. Altschuler. "Tele-Transfer Training." American Journal of Physical Medicine & Rehabilitation 99, no. 11 (August 13, 2020): 988. http://dx.doi.org/10.1097/phm.0000000000001560.

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Wehrmann, Kathryn Conley, Hyucksun Shin, and John Poertner. "Transfer of Training." Journal of Health & Social Policy 15, no. 3-4 (November 2002): 23–37. http://dx.doi.org/10.1300/j045v15n03_03.

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Alshaali, Saeed Khalifa, Kamal Ab Hamid, and Ali Ali Al-Ansi. "Training Transfer: Does Training Design Preserve Training Memory?" Asian Social Science 14, no. 10 (September 28, 2018): 46. http://dx.doi.org/10.5539/ass.v14n10p46.

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Billions of dollars are lost by low application of ineffective training. Fast declination of training memory may contribute this loss. The present study uses theoretical examinations via a conceptual model to examine the relationship between training memory and transfer behaviour. Training design, training retention (training memory), and training transfer are the study variables. The study population, is the federal ministries in the United Arab Emirates (UAE), was assessed via random sampling. Data were collected by a cross-sectional approach via questionnaires. Back-translation (English to Arabic), a pre-test, and a pilot test were applied to ensure that any modifications of the questionnaire items were precise and effective. The study was analysed via PLS-SEM. Based on the results, all of the study’s hypotheses were accepted, and significant relationships were revealed between the study variables. Training design is highly correlated with training retention, i.e., a premium training design will lead to a high preservation of the knowledge and skills gained from the training programme. Due to the low correlation between training retention and training transfer, the training retention was considered a secondary contributor of applying training to the work environment. If mangers and practitioners tend to achieve successful training transfer, their efforts should concentrate on adopting modern training design techniques, which could sufficiently maintain the training memory and increase training transfer.

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Al-Swidi, Abdullah, and Mohammed Al Yahya. "Training transfer intention and training effectiveness." International Journal of Organizational Analysis 25, no. 5 (November 6, 2017): 839–60. http://dx.doi.org/10.1108/ijoa-07-2016-1043.

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Purpose The purpose of this study is to further the current research on the topic of the intention to transfer training and training effectiveness by examining the gender-related training intention and work behaviour differences. Design/methodology/approach To assess the gender-related behavioural differences, a quantitative approach using surveys from employees in Saudi universities. Using the structural equation modelling multi-group analysis approach, this study analysed the data collected from 389 individuals, comprising 186 males and 153 females. Group invariance analysis was conducted before the hypotheses were tested. Findings The results showed that learning style and supervisor support are critical determinants of training transfer intention and the latter is critical determinant of training effectiveness across samples of males and females. Moreover, the variance explained by the model in the male sample was found to be more than that of the female sample. Interestingly, males are found to be different than females in their perception that the training effectiveness is determined by the learning style. Practical implications Findings suggest that both the learning style of employees should be considered when designing a training programme and a proper support to employees should be provided by their supervisors to get the best of training investment. This may guide decision-makers to enhance training effectiveness. Originality/value The majority of the studies concerning training effectiveness has overlooked its antecedents and much in-depth scholarly research endeavours are still required. This study attempted to provide valuable insights of the antecedents and consequences of training transfer intention and how this structure differs between males and females in a developing country context.

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Chauhan, Ragini, Piyali Ghosh, Alka Rai, and Sanchita Kapoor. "Improving transfer of training with transfer design." Journal of Workplace Learning 29, no. 4 (May 8, 2017): 268–85. http://dx.doi.org/10.1108/jwl-08-2016-0079.

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Purpose In response to a perceived need for research investigating the relatively less-explored role of supervisor support as a moderator in the transfer mechanism, this paper aims to empirically examine the influence of transfer design on transfer of training and also the moderating role of supervisor support between these constructs. Design/methodology/approach A survey was conducted using a self-reported questionnaire administered on employees of a manufacturing unit engaged in power transmission and located at the city of Allahabad in India. The sample size of the study is 149. The role of supervisor support as a moderator was tested using hierarchical regression analysis. Findings Findings of the study direct organizations to consider both transfer design and supervisor support to get the maximum output from training. The moderating role of supervisor support is confirmed in the study. Practical implications If a trainer is not able to provide much practice to the trainee during training programme, then a supportive supervisor can counter such poor transfer design. A well-designed training programme should be coupled with supervisor support to ensure effective transfer of training. Influence of transfer design on transfer of training is likely to be more if the supervisor is supportive. Originality/value The authors have hypothesized and established the direct influence of transfer design on training transfer. Further, supervisor support has been found to moderate the relationship between transfer design and transfer of training.

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Dissertations / Theses on the topic "Training transfer"

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Colaço, Tanya. "Computer training and training transfer, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36919.pdf.

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Lee, Ji-Eun. "Design of blended training for transfer." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3277976.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Technology, 2007.
Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3716. Adviser: Curtis J. Bonk. Title from dissertation home page (viewed May 5, 2008).

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Severs, Yvonne D. "A case study of organisational training and the training effectiveness influences on vertical and horizontal transfer." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/7813.

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Organisations are often faced with many challenges when they attempt to implement an entire workforce to a technologically advanced and complex platform that will alter the skill-set requirements for performance. Training can be ä very effective intervention strategy to implement this organisational change. However, theorists have proposed that training can also enhance organisational effectiveness, and it is believed that individual outcomes from training that emerge upward to achieve organisational objectives vertical transfer would strengthen the link between training effectiveness and organisational effectiveness. Using these theories as a foundation, this case study examined the effectiveness of an organisation's training to achieve performance objectives. Expansion from these theories was possible as this case study presented the multiple influences involved during successive interdependent team training to support the performance of safety-critical operations for a new working platform. In achieving interdependent team vertical transfer in emergency management during this training, results have revealed that training must first focus on individual level skill proficiency and collective enabling process skills horizontal transfer as they are a critical antecedent to ensure cohesion in interdependent team performance. Findings have further identified that the training content and methods must both support and determine the achievement of individual required skills. While simulation training that reflected the working platform benefits both learning and performance. Conclusions can also be drawn from this exploratory case study that the efforts by individuals upward through to teams and across teams has enhanced training performance outcomes. This empirical case study has shown that a multitude of factors and cumulative events that occurred prior to training and during training influenced the effectiveness of team training from multiple levels. Thus, this case study has been able to verify and expand current postulated models to provide foundation support for the design and delivery of interdependent training.

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Patterson, Thomas P. "Training Evaluation Investigating Core Self-Evaluations and Perceptions of Training Transfer." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1533.

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Although training evaluation is understood as an important way of determining the effectiveness of a training program, additional research in the area of training transfer and core self-evaluations (CSE) could provide insight on measuring the effectiveness of training programs. Training transfer differences and CSE were examined in training courses offered in a workforce development program. The goals of the study were to: (1) evaluate the validity of using CSE as a means of predicting perceptions of transfer, (2) test the previous findings that utility reactions measures are a stronger predictor of transfer than affective reactions measures, (3) determine which type of enrollment format in the Career and Workforce Development program has higher transfer of training, (4) evaluate if CSE can predict different rates of learning, (5) determine if CSE correlates positively with affective and utility measures of reaction surveys, and (6) further examine the finding that utility measures positively correlate with knowledge gains. In order to do this, eight Western Kentucky University Career and Workforce Development training courses were evaluated. The study did not find support for any of the hypotheses. Possible reasons for this lack of support include a small sample size, a lack of responses to the transfer survey, the number of different courses evaluated, and characteristics of the training courses such as different trainers. Thus, additional research is needed in this area to better understand the nature of the relationships between CSE, perceptions of transfer, utility reactions, affective reactions, and training course knowledge gains.

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Brown, Benjamin J. "A training transfer study of simulation games." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Mar/10Mar%5FBrown.pdf.

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Thesis (M.S. in Modeling Virtual Environments and Simulation (MOVES))--Naval Postgraduate School, March 2010.
Thesis Advisor(s): Becker, William ; Darken, Rudolp. "March 2010." Description based on title screen as viewed on April 28, 2010. Author(s) subject terms: Training transfer, virtual battespace 2, serious games. Includes bibliographical references (p. 279-284). Also available in print.

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Hamblin, Christopher James Chaparro Alex. "Transfer of training from virtual reality environments." Diss., Access through your commercial service, 2005. http://il.proquest.com/products_umi/dissertations/.

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Thesis (Ph.D.)--Wichita State University, College of Liberal Arts and Sciences.
"May 2005." Title from PDF title page (viewed on August 30, 2006). UMI number: AAT3189242 Thesis adviser: Alex Chaparro. Includes bibliographic references (leaves 77.-85).

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Semeniuk, Tracey L. (Tracy Lynn) Carleton University Dissertation Psychology. "Practice effects and lateral transfer of training." Ottawa, 1992.

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Tais, Senna. "Transfer Mechanisms of Eccentric Training : The effects of EMG-biofeedback in training." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2303.

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Abstract Aim: The aim of this study was to investigate how neural mechanisms operate during maximum strength training in the Quadriceps Femoris muscle group. One of the main objectives is to investigate the effects of five weeks unilateral maximum eccentric strength training on contralateral neural adaptations. The second is to investigate the effects of adding electromyographic (EMG) biofeedback into the training intervention. Method: 20 healthy, recreationally active men and women had to undergo five weeks (three training sessions per week, resulting in 15 sessions in total) of maximum isokinetic unilateral eccentric strength training of the Quadriceps femoris muscle, with EMG biofeedback; FBG, n=10 five women and five men, or without EMG biofeedback; RTG n=10 five women and five men. The study was performed at the Laboratory of Biomechanics and Motor control, BMC Laboratory, Stockholm Sweden. Results: The results demonstrated an increase in concentric strength development in the trained leg; before 130 ± 43 Nm and after training 148 ± 46 Nm, (p=0.006). No significant increase in strength was detected for the untrained leg. Further, post hoc tests showed a tendency towards an increase in level of activation (LOA) of the trained leg in the FBG; from 69 ± 15 % before to 81 ± 13 % after training (p=0.097). No significant differences in the ecc:con EMG-ratio or in antagonist co-activation after the training intervention were shown. Conclusion: No significant difference in strength development was shown, whether training occurred with or without EMG biofeedback. However, eccentric training tended to induce transfer of neural activation to a maximum voluntary contraction (MVC) in the trained leg only in the group training with EMG biofeedback. In addition, the results revealed that eccentric strength training improved concentric strength in the trained leg but induced no transfer to the contralateral untrained leg. The benefits and prospects with incorporating feedback into training remains somewhat unknown and requires further research to obtain deeper understanding of the neural mechanisms affected by biofeedback.

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Rahyuda, Agoes Ganesha. "Elucidating the effects of post-training transfer interventions on trainee attitudes and transfer of training : a mixed methods study." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633517.

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Research on transfer of training highlights the importance of implementing a set of cognitive-based strategies after training, i.e., post-training transfer interventions, to help trainees achieve positive transfer. In this respect, prior research has considered two types of post-training transfer interventions: relapse prevention and proximal plus distal goal setting. However, despite the advances in recent research linking post-training transfer interventions and transfer of training, there are several key problems that remain under-explored, including the lack of agreement about which post-training transfer intervention types are more efficient to improve transfer performance, the inconclusiveness of the impact of post-training transfer interventions on transfer of training, and the lack of clarity on the process through which post-training transfer interventions affect trainee attitudes and transfer of training (i.e., the mechanism issue). This thesis is attempting to address these problems by investigating the effects of two post-training transfer interventions (i.e., relapse prevention and proximal plus distal goal setting) on trainees' readiness to change, autonomous motivation to transfer, and transfer of training. The data were collected using a sequential mixed method approach involving experimental design and semi-structured interviews. In total, there were 378 employees from two organisational sectors (i.e., public and private sector) in Indonesia participated in the study. The data were analysed using split-plot analysis of variance, partial least square analysis, and content analysis. The findings show that both relapse prevention and proximal plus distal goal setting influence trainees' readiness to change, autonomous motivation to transfer and transfer of training. This study also reveals several complex interactions involving trainees' creativity and initiative that may explain the mechanism linking post-training transfer interventions, trainee attitudes, and transfer of training. By elucidating this mechanism, this thesis helps scholars to organise the large and diverse body of mechanisms on the post-training transfer interventions and transfer of training literature.

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Karlsven, Matthew J. "Facilitating Training Transfer for Entrepreneurs Enrolled in Business Training Programs in Peru." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9235.

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Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.

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Books on the topic "Training transfer"

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Broad, Mary L. Beyond Transfer of Training. New York: John Wiley & Sons, Ltd., 2005.

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Enhance the transfer of training: Training basics. Alexandria, Va: ASTD Press, 2007.

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Analoui, Farhad. Training and transfer of learning. Aldershot: Avebury, 1993.

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Analoui, Farhad. Training and transfer of learning. Aldershot: Avebury, 1993.

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1957-, Holton Elwood F., and Baldwin Timothy T, eds. Improving learning transfer in organizations. San Francisco, CA: Jossey-Bass, 2003.

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Annett, John. Transfer of learning and training: Basic issues, policy implications, how to promote transfer. Sheffield: Manpower Services Commission, 1985.

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Daffron, Sandra Ratcliff, and Sandra Ratcliff Daffron. Successful transfer of learning. Malabar, Fla: Krieger Pub. Co., 2011.

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Wehby, North Mary, ed. Successful transfer of learning. Malabar, Fla: Krieger Pub. Co., 2011.

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Jovanovic, Boyan. The transfer of human capital. Cambridge, MA: National Bureau of Economic Research, 1994.

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1947-, Anderson John R., ed. The transfer of cognitive skill. Cambridge, Mass: Harvard University press, 1989.

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Book chapters on the topic "Training transfer"

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Lyman, Frank T. "Metaphor Training." In 100 Teaching Ideas that Transfer and Transform Learning, 80–81. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230281-51.

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Brearley, Simon, and Jamie North. "Transfer of Training." In Strength and Conditioning for Golf, 190–216. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003099321-10.

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Schauenberg, Angelika. "Outdoor-Transfer: Darauf kommt es an!" In Outdoor-Training, 173–81. Wiesbaden: Gabler Verlag, 1996. http://dx.doi.org/10.1007/978-3-322-82719-7_18.

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Taatgen, Niels A. "Theoretical Models of Training and Transfer Effects." In Cognitive Training, 41–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39292-5_4.

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Taatgen, Niels A. "Theoretical Models of Training and Transfer Effects." In Cognitive Training, 19–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42662-4_3.

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Pisanu, Francesco, Franco Fraccaroli, and Maurizio Gentile. "Training Transfer in Teachers Training Program: A Longitudinal Case Study." In Transfer of Learning in Organizations, 99–120. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02093-8_7.

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Kontoghiorghes, Constantine. "A Systemic Perspective of Training Transfer." In Transfer of Learning in Organizations, 65–79. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02093-8_5.

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Regian, J. Wesley. "Virtual Reality for Training: Evaluating Transfer." In Virtual Reality, Training’s Future?, 31–40. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-0038-8_4.

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Maraite, H., C. Bragard, and A. Legrève. "Plant Clinics and Phytopathology Training." In Knowledge and Technology Transfer for Plant Pathology, 75–90. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8934-3_7.

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Pineda-Herrero, Pilar, Carla Quesada-Pallarès, and Anna Ciraso-Calí. "Evaluation of Training Transfer Factors: The FET Model." In Transfer of Learning in Organizations, 121–44. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02093-8_8.

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Conference papers on the topic "Training transfer"

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Ahmad Nizam Mohd Yusof. "Training transfer: Training characteristic, training design and work environment evaluation." In 2011 International Conference on Business, Engineering and Industrial Applications (ICBEIA). IEEE, 2011. http://dx.doi.org/10.1109/icbeia.2011.5994263.

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Yusof, Ahmad Nizam Mohd. "Training transfer: Training characteristic, training design and work environment evaluation." In Environment (ISESEE). IEEE, 2011. http://dx.doi.org/10.1109/isesee.2011.5977127.

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Sheppard, Colin J. R. "Three-dimensional transfer functions." In Education and Training in Optics and Photonics (ETOP'99). SPIE, 2000. http://dx.doi.org/10.1117/12.388717.

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Zeng, Yong, and Rui Zhang. "Optimal training for wireless energy transfer." In GLOBECOM 2014 - 2014 IEEE Global Communications Conference. IEEE, 2014. http://dx.doi.org/10.1109/glocom.2014.7037485.

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McDonald, Lex. "TEACHER EDUCATORS: FACILITATING TRANSFER OF TRAINING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2641.

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Tóth-Bakos, Anita, and Agáta Csehiová. "MUSIC AND BRAIN – MUSIC TRAINING TRANSFER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0136.

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Chakraborty, Shuvam, Burak Uzkent, Kumar Ayush, Kumar Tanmay, Evan Sheehan, and Stefano Ermon. "Efficient Conditional Pre-training for Transfer Learning." In 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition Workshops (CVPRW). IEEE, 2022. http://dx.doi.org/10.1109/cvprw56347.2022.00469.

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Xiaobo Liu, H. Zhang, Zhihua Cai, and Guangjun Wang. "A Tri-training Based Transfer Learning Algorithm." In 2012 IEEE 24th International Conference on Tools with Artificial Intelligence (ICTAI 2012). IEEE, 2012. http://dx.doi.org/10.1109/ictai.2012.99.

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Sansom, Christopher, and Paul Shore. "Precision engineering for optical applications: Knowledge Transfer into UK industry." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.emcb5.

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Boz, Selma. "TRANSFER EFFECT OF N-BACK TRAINING: MATHEMATICAL IMPLICATIONS IN SCHOOL-AGE CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end121.

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Working memory (WM) is the system which is used for short-term storage and where information about cognitive tasks is manipulated. One of the most important characteristics of WM is its limited capacity, which restricts cognitive performance. Despite of this limit in WM capacity, the efficiency of WM can be improved with WM training and this training effect can be transferred to performance on complex tasks, such as mathematical operations. Such training tasks are complex and necessarily include core processes and these measures, therefore, contribute to difficulty to design tasks and interpret the outcomes for specific changes gained from the training. For example, n-back tasks which are used in a wide range of research are based on core training. Since core trainings address the executive functions of WM and enhance the domain-general aspects, increasing performance on domain-general factors may promote both near and far transfer effects of training. In the current study, WM training will be constructed on the basis of the interference framework that characterizes individual differences in WM performance. The aim of this study is to explore individual differences in training and the way transfer effects occur, evaluating gains from Mathematics proficiency. An adaptive version of n-back tasks will be implemented for the proposed study, within WM load and interference lures. The study will be carried out with 40 school-age children between the ages of 9 and 12, and Solomon four group design method will be used to group them. d’ (D-Prime) theory will be conducted in order to obtain detailed comparison between groups as well as interpretation of individual differences in processing of information.

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Reports on the topic "Training transfer"

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Auffrey, Allison L., Angelo Mirabella, and Guy L. Siebold. Transfer of Training Revisited. Fort Belvoir, VA: Defense Technical Information Center, July 2001. http://dx.doi.org/10.21236/ada395221.

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Kotovsky, Kenneth. Transfer of Training in Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, October 1988. http://dx.doi.org/10.21236/ada202850.

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Teachout, Mark S., Douglas J. Sego, and J. K. Ford. Extending the Training Efficiency and Effectiveness Methodology (TEEM) with Training Transfer Data. Fort Belvoir, VA: Defense Technical Information Center, June 1995. http://dx.doi.org/10.21236/ada303559.

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Schaab, Brooke B., and J. D. Dressel. Training for Adaptibility and Transfer on Digital Systems. Fort Belvoir, VA: Defense Technical Information Center, December 2001. http://dx.doi.org/10.21236/ada399409.

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Graves, Thomas R., Robert J. Pleban, Zachary Mundell, and Brian Perdomo. Far Transfer of Leadership Training: Concepts, Experiences, and Applications. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada578564.

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Carretta, Thomas R., and Ronald D. Dunlap. Transfer of Training Effectiveness in Flight Simulation: 1986 to 1997. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada362818.

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Bessemer, David W. Transfer of SIMNET Training in the Armor Officer Basic Course. Fort Belvoir, VA: Defense Technical Information Center, January 1991. http://dx.doi.org/10.21236/ada233198.

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Wells, Rosalie, and Joseph D. Hagman. Training Procedures for Enhancing Reserve Component Learning, Retention, and Transfer. Fort Belvoir, VA: Defense Technical Information Center, September 1989. http://dx.doi.org/10.21236/ada217450.

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Barnett, John S., and Grant S. Taylor. How Simulator Interfaces Affect Transfer of Training: Comparing Wearable and Desktop Systems. Fort Belvoir, VA: Defense Technical Information Center, June 2012. http://dx.doi.org/10.21236/ada564898.

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Wilson, Cameron, Nathan Todd, Timothy Barrett, Alex Coyle, Robert Spragg, Miguel Montoya, John Haddock, and W. Jason Weiss. A Mobile Concrete Laboratory to Support Quality Concrete, Technology Transfer, and Training. Purdue University, January 2017. http://dx.doi.org/10.5703/1288284316341.

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