Diminishing Return in Transfer: A PRIM Model of the Frensch (1991) Arithmetic Experiment

Abstract

It is generally believed that transfer decreases with expertise. Several existing models explain this by different forms of chunking, but each is specific to a particular task. The new PRIM theory of cognitive skill transfer allows a more generalized approach to study this phenomenon. To demonstrate this, I present a model of the Frensch (1991) experiment of transfer that explains why a short training period does not differentiate between three types of training in terms of the amount of transfer, but a longer training period does. Keywords: Learning, Skill acquisition, Transfer, Production compilation.


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