 Hello, I welcome you all once again to my channel, Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Ruri College, University of Allahabad. And today I am going to discuss a new topic under educational psychology that is transfer of learning, mainly theories of transfer of learning, okay. And the lecture will be in bilingual mode as usual and many questions have been asked from this topic, very simple and very, you can say, small topic, conceptual topic. Only you have to remember the main theories, their propagators and their main themes, okay. So, let's start. First of all, transfer of learning. So, transfer of learning is a process of applying and carrying over. So, first of all, transfer of knowledge, skills, habits, attitudes, emotions and other responses from one training situation in which they were initially acquired to another training situation. Meaning, once you have learned things, such as, it can be knowledge, it can be partial, it can be our habits, it can be our attitudes, it can be our connections, it can be our other characteristics that we learn in one situation, in another situation, either we apply or we carry over. So, some people have given definitions, some people have given definitions like that the carryover of habits of thinking, feeling or working of knowledge or of skills from one learning area to another usually is referred to as the transfer of training. It is easy that thinking, feeling or working of knowledge or skills from one learning area to another learning area. Take this and that, it is transfer of training. See, somewhere you will get transfer of training, somewhere you will get transfer of learning, that is one thing, but interchangeably used. Then, what did the driver say? The improvement of one mental or motor function by systematic training of another allied function. Okay, the driver said that the improvement of one mental or motor function. Meaning, we have made one improvement in a mental function or motor function by systematic training, and the other through any function is also transfer of learning or training. HCLists say that transfer of learning means that experience or performance on one task influences performance on subsequent tasks. Meaning, on one performance, the experience we have received helps us to improve the performance of the other task. Okay, sorry. There are some types of transfer of learning or transfer of training. Generally, we read positive, negative, zero. But there are many more, but we have only read near, far, literal, these three more. So, what is the meaning of positive? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? What is the meaning of clear? 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Then there is the zero transfer, which means that you are not doing anything in the other place, not doing anything positively or negatively. So zero transfer occurs when prior learning has no influence on new learning. This is easy. What is near? Near transfer occurs when many elements overlap between the conditions in which the learner obtains the knowledge or skill and the new situation. And what is far? Far transfer occurs when the new situation is very different from that in which learning occurs. That means the new situation is completely different. We have learnt it from a long time ago. But what is near transfer? It is completely different. It is overlapping what we have learnt before and what we are learning now. And literally, as it is, which we have learnt today, it will work in a different situation. It is called literal meaning, literally. Literal transfer occurs when performing the skill exactly as learnt, but in a new situation. It is not just a situation, but it is working as it is. So these are the types. Now theories. Because there are some theories, we have to ask the same thing. So we should know in the objective what is theory? Who has given it? What has it been said in the theory? And in the subjective, we should ask you that discuss important theories of transfer of learning. So you will have to write all of them a little bit. So we should know in both the directions. So theory of mental discipline is the oldest theory. This theory came into existence in the 20th century. It is philosophical in nature. The mind is the central position which is composed of several faculties. The second PPT has been opened. I had made some corrections in the new one. For example, in faculties, it is called ITIS. It should not be ITIS. Similarly, the spelling of training is wrong. So you can see it. These theories came into existence in the 20th century. In the 20th century, they came in the 20th century. It is philosophical in nature. And it is saying that the mind is in the central position. And it is composed of many faculties. You will remember that when you were talking about the first theory of intelligence, these faculties are to be trained through muscular and physical training. These faculties can be trained muscular and physical. This theory is the outcome of the faculty school of psychology which believe that the mind is composed of a number of independent faculties. They are saying that the mind is made up of independent faculties like memory, attention, will, imagination, reasoning and temperament. This is also the first theory of intelligence. There are many faculties that are independent of each other. So what is the transfer of learning? According to this theory, a particular faculty works in every situation. They are saying that a faculty will work in every situation. If a person possesses strong memory, he can use it in any situation. If a person has a strong memory, what will he do? He will use it in every situation. He will be able to remember anything. He will be able to remember anything. He can remember anything well. It has been found experimentally that there is no faculty that is used in different situations. But later it was found that there is no faculty that can be used in different situations. For example, take memory, for example, memory is of different types. Later it was found that memory can be visual memory, auditory memory, immediate memory, or wrote memory. So how can you say that visual memory will also increase, auditory memory will also increase, immediate memory will also increase, wrote memory will also increase? It cannot be. Training in visual memory does not affect auditory memory. It is such that visual memory is completely different from auditory memory. That is why it is not talked about this theory. But since it is the first theory, it is an old theory. So it is still taught. But it is not applicable, it is not reasonable. It is not followed. So what is saying that mind is made up of different faculties. It is made up of different faculties. Everyone is independent from each other. If one faculty does good in one situation, then everyone will do good in the other situation. That means it will be transferred. But it was not possible. But it was unsuccessful. The theory of identical elements. This is not a thondite. It is understood from the name that it is a theory of similar elements. It means it is saying that if there are two situations, if there are identical elements in each of them, then the transfer becomes easy. E.L. Thondite developed this theory. It goes from one learning situation to another situation. Two identical factors or activities or common factors transfer to the total situation where maximum transfer of learning or total learning can be take place. It goes from matter to matter. According to this theory, it is saying that transfer takes place from one situation to another to the extent that there are common or identical elements in the two situations. It is saying that transfer takes place from one situation to another when it is more common or equal. If we take a common example of reasoning ability, then reasoning ability is also in geometry and physics. So it is saying that if we get a good geometry, then physics will also be good. Physics will also be easy for us. Hence, transfer can take place. Why? Because what is the reasoning ability of both the places? Modern psychologists also believe that mental functions like perception, attention, memory and reasoning are not separate in types. We also believe that these are not separate, they overlap somewhere on each other. But interrelated aspects of the total functioning of the mind. Hence, learning response in one situation may benefit the learner in another situation if there are common elements in it. It is said that if the learner has learned something in one situation and has given a response, then if he is getting similar situation or similar elements, identical elements, then what will be the positive of the transfer? Later, Woodworth substituted the word element by component. Later, Woodworth used the word element as a component in this theory. He said that the theory of identical component is next theory. Theory of generalization. Theory of generalization is associated with C or Charles. And this theory is the extension of identical elements. How? It was said that the transfer of common elements is the transfer of common rules. See, this theory is developed by C.Jude. C.Jude, whatever you want to call it, is the name. In this theory, transfer of learning takes place primarily through generalization. The name is generalization, i.e. the principle of things. They are saying that the degree of transfer depends upon the extent to which experiences in the first situation are understood and consolidated into generalization. The transfer of the rule is the place of the element. They are saying that there is a common rule. They say that if a person has taken this kind of experience in one situation, that he has understood the rule, generalization, that he has understood the situation, then what will happen? He will generalize it in another situation. Better transfer can be possible when one can understand the principle. They are saying that it can be a better transfer if a person has understood the principle. So what is this? It is just an extension of the theory of identical elements. So it is not something else, but it is a reflection of the theory of identical elements. He accepts. He means C.Jude accepts the common element theory. But gives the further explanation that transfer takes place because the pupil learns to acquire some broad principles of generalization. He believes in the theory of identical elements, but he says that it is not because of this that a person learns that it is a common element. Instead, he learns that he has learned the principle and generalizes the principle in another situation. This is what it is written. And this theory is in consonance with the Gestalt School of Psychology and in the Gestaltians' consonance. Gestaltists say that learning of a meaningful configuration presumes a kind of organization that modifies the organism. That is, Gestalt and Padi believe that a person perceives the configuration. He perceives the organization. The whole is greater than the addition of some of its parts. The organization leads to the necessity of generalization. Virtually speaking, the theory of generalization is only an extension of the theory of identical components. That is, we got the extension of identical components in generalization. It was said in identical components that transfer is taking place because it is a common element. In generalization, it is said that the transfer is taking place because the principle has been understood and the principle is generalizing. It is written that later, the talks of common elements and these are substituted by the word common rules. So, common elements, the word is called a common component and the word is called a common rule. Okay, next theory. The theory of ideals. It is said that ideals are. It was propounded by W.C. Bagley. He said that when ideas are stressed, then the transfer of learning can be taken place. He said that when ideas are stressed, then the theory of transfer of learning happens. Like honesty, truthfulness, love, etc. can be transferred to this theory. W.C. Bagley goes a step further from the theory of generalization. It means the extension of identical elements in generalization. The extension of generalization is in the theory of ideals. He said that he emphasizes its ideals and generalized attitudes at the basis of all transfer. He says that there are ideals that are the basis of all transfer. Ideals are rather deeper than generalizations. Right? It means that the ideals that are written somewhere and the ideals that are written somewhere have to be checked once. Rather deeper than generalizations and generalized attitudes. There is no denying the fact that ideals, once adopted and adopted, seriously are applicable to all situations. The truth-seeking ideal, the spirit of inquiry, the love for wisdom and the thirst for discovery and transferable from one subject to another whether it is science or philosophy or history. Okay. He says that the common element, as Thorn Digen said, Woodworth said the common component, Judd said the common rule, Bagley says the common ideal which is the basis of all transfer. What does it mean? It means that the transfer is no doubt. It is an acceptable fact. The psychologists are trying to find out how one thing is learned and the learning that is learned takes us to another situation. They are looking for the logic behind it and every person is giving us different logic. Okay. The theory of transposition. It is advocated by the gestal psychology. The gestal psychologist is saying that the transfer starts with understanding the fact and perceptions of similarity by the learner. The learner understood the fact and perceived similarity between two situations. It is known as a pattern of relationship. It means that the pattern of relationship depends on it. And it is not the specific skills or facts or even underlying principles which are important. They are saying that there is no need for skills, no need for facts, no need for principles which are important for the transfer. But the understanding of relationships between facts, processes and principles is the real basis of the transfer. They are saying that there is no need for fact, principle or process. But the principles that we have read and the facts that we have read and the processes that we have read what is the relationship between them. The understanding of that is important for the transfer is the fundamental of the transfer of learning. So gestal psychology emphasizes the total pattern of behavior. So the transfer is dependent on the whole part of relations between the old and the new situations. It is not the principle or generalization that is the basis of transfer but the understanding of the relationship between facts, processes and principles hence the need for transposition. Okay. So this is the theory that you have to ask. Mental discipline, identical elements, theory of generalization theory of ideals theory of transposition. That's it. Learning in one situation is capable of exercising positive or negative influence or learning in another situation i.e. learning in one situation can positively or negatively influence other places to learn in another situation. This is the educational implication i.e. the teacher should know. Efforts should be made to seek positive transfer. We should do this effort to help in one situation to learn things in another place. To learn skills, knowledge or attitude in one place. Then for seeking maximum positive transfer if we want maximum positive transfer then what we have to do? The teachers while teaching and learners while learning should try to draw proper lessons we should draw points or identical elements we should draw similarity we should understand the principle we should understand facts we should understand the interrelationship we should look for identification of associations similarities and dissimilarities we should learn building generalizations and making their use in further learning we should learn how to generalize how to use it in another situation for using them in further learning developing a proper perceptive mass what is the theory of Harvard that we should have perceptive mass i.e. what is the assumption that we should have perceptive mass in our mind so that we can keep new learning i.e. that there is nothing in our mind that we should understand first you should have some knowledge developing proper ideals and to perform things in future ok thank you and in this manner i have completed all important topics in educational psychology i have completed learning theories intelligence, personality i have completed language development cognitive development emotional development maybe there is a topic that i have not covered now the topics in educational psychology will be those which i have not told you before so you can prepare your educational psychology i have done my job so thank you and don't forget to like and subscribe my channel explore education enjoy my telegram group too done from my side