Metacognition and Transfer of Learning

Suppose that a student learns a mathematical procedure such as how to find the area of a parallelogram. Later, when the student is given a parallelogram problem like the one he or she has studied, he or she is able to find its area correctly. In short, the student shows that she can perform well on a retention test. However, when this student is asked to find the area of an unusually shaped parallelogram, he or she looks confused and answers "We haven't had this yet". In short, the student shows that she cannot perform well on a transfer test, which is applying what she has learned to a new situation (Mayer, 2001) Unfortunately, mastering a component skill is not enough to support non routine problem solving. Students need to know not only what to do, but also when to do it. Therefore, a second ingredient is needed to control and monitor cognitive processes (Hartman, 2001). In other words, the uses of meta-cognitive skills are needed in solving problems (such as the previously mentioned parallelogram problem) and performing well on transfer tests. This paper will have three focus points. Firstly, the paper will examine the theory and research findings of both concepts; transfer and meta-cognition. Secondly, the paper will explore the relationship between transfer and meta-cognition. Thirdly, the paper will look at the implications the two concepts have on education and learning. Finally, the paper will conclude with a brief summary.

Transfer of Learning

Transfer of learning deals with transferring one's knowledge and skills from one problem-solving situation to another. In recent years, the low and high-road theory on transfer of learning, developed by Salomon and Perkins (1989), has proven to be the contemporary view of how transfer occurs.

Low road transfer

Low road transfer happens when stimulus conditions in the transfer context are sufficiently similar to those in a prior context of learning to trigger well-developed (varied practice) semi-automatic

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