女友驾车视频免费剧情介绍:Now,it might be the case that no differences are found between the two conditions.One of the conditions might,however,be better at preparing the learners for future learning,even if it does not yield superior achievement directly in a standard transfer design study.In order to investigate this,Bransford and Schwartz (1999) suggested the use of what Schwartz and Marting (2004) called “the double transfer” design.Students were assigned one of two instructional treatments (Situations A1 and A2).Half of the students from both treatments were given access to a common learning resource (Situation B),such as a lecture or a sample worked-out problem,followed by a request to solve a transfer problem (Situation C).The other half from both treatments were asked to solve the transfer problem (Situation C) directly without access to the learning resource.The researchers called this a double transfer paradigm because students needed to “transfer in” what they had learned from the instructional treatment to learn from the resource,and they needed to “transfer out” what they had learned form the resource to solve the target transfer problem.To the extent that there were differences,they were between the two conditions (Situations A1 and A2) as far as their direct effect on the transfer task (Situation C) and their effect on learning in Situation B are concerned.The differences might thus have originated from two kinds of transfer effects.What follows is an example of how such a design has been used in a specific study.相关影视:女友驾车视频免费