Research Commentary: Concrete Instantiations of Mathematics: A Double-Edged Sword
Jennifer Kaminski; Vladimir Sloutsky; Andrew Heckler;
March 2009, Volume 40, Issue 2, Page 90
What factors affect transfer of knowledge is a complex question. In recent research, the authors demonstrated that concreteness of the learning domain is one such factor (Kaminski, Sloutsky, & Heckler, 2008). Even when prompted and given no time delay, participants who learned a concrete instantiation of a mathematical concept failed to transfer their knowledge to a novel analogous situation.