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Transfer—the successful use in a new context of intellectual, physical, or social skills, or items of knowledge, that were learned in a different context—has long been an important goal of instruction. Indeed, often it has been regarded of such paramount importance, as being so obvious a desideratum, and as being so readily achieved that it has been neither stated nor defended explicitly but has been simply assumed. This attractiveness of transfer, of course, is easy to explain: An education that does not equip students to deal with new problems or situations but that allows them only to be successful with ones identical to those met in the course of their instruction has little if any value as a preparation for living. Rarely if ever does ...

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