id: 06307331
dt: j
an: 2014d.00250
au: McNeil, Nicole M.; Fyfe, Emily R.
ti: “Concreteness fading" promotes transfer of mathematical knowledge.
so: Learn. Instr. 22, No. 6, 440-448 (2012).
py: 2012
pu: Elsevier, Amsterdam; European Association for Research on Learning and
    Instruction (EARLI), Leuven
la: EN
cc: C35 D45
ut: mathematics learning; transfer; symbols; concreteness fading
ci: 
li: doi:10.1016/j.learninstruc.2012.05.001
ab: Summary: Recent studies have suggested that educators should avoid concrete
    instantiations when the goal is to promote transfer. However, concrete
    instantiations may benefit transfer in the long run, particularly if
    they are “faded" into more abstract instantiations. Undergraduates
    were randomly assigned to learn a mathematical concept in one of three
    conditions: generic, in which the concept was instantiated using
    abstract symbols, concrete in which it was instantiated using
    meaningful images, or fading, in which it was instantiated using
    meaningful images that were “faded" into abstract symbols. After
    learning, undergraduates completed a transfer test immediately, one
    week later, and three weeks later. Undergraduates in the fading
    condition exhibited the best transfer performance. Additionally,
    undergraduates in the generic condition exhibited somewhat better
    transfer than those in the concrete condition, but this advantage was
    not robust. Results suggest that concrete instantiations should be
    included in the educator’s toolbox.
rv: