This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.

1. ARIHANT INSTITUTE
OF TEACHERS
TRAINING

2. NAME: Shendkar Rupali P.
COURSE NO: 103
Teaching and Learning
UNIT: Transfer of Learning

3. Imitation
Imitation as an end is more akin to mimicry in which a
person copies another act to repeat that action again.
This kind of imitation is often observed in animals.
 Imitation with a purpose utilizes the imitative act as a
means to accomplish something more significant.

4. Transfer of learning
Def-
“ The carry over habits of thinking, feeling or working of
knowledge or of skills from one learning to another
usually is referred to as transfer of leaning.” Crow &
Crow
“ Transfer of learning occurs when a person’s learning in
one situation influences his learning and performance
in other situations.”
B.L.Bigge

5. Transfer of learning
Meaning
The application or carry over learning from one act of
learning to another is called transfer of learning.
Implies the application of knowledge learnt in various
subjects and fields.
Basic to education.
Assumes that child will use whatever is taught in
school to solve problems or life after completing
formal education.

6. Forms/types of transfer of learning
1. Positive T.
2. Negative T.
3. Zero T.
1.Positive transfer-
When something previously learnt benefits performance
of learning in a new situation.
e.g. learning of math's helps in solving numerical
problems in physics.

7. Forms/types of transfer of learning
2. Negative transfer-
Previous learning hinders performance or learning in new
situation.e.g.having learnt to pronounce ‘put’ correctly
child had difficulty in learning to pronounce ‘but.’
3. Zero transfer-
 in case previous learning makes no difference to learning in
a new situations.
 Something previous learning may partly help and partly
hinder new learning.
e.g. learning to play baseball after learning to play tennis.

8. Forms/types of transfer of learning
3. Zero transfer-
 in case previous learning makes no difference to
learning in a new situations.
 Something previous learning may partly help and
partly hinder new learning.
e.g. learning to play baseball after learning to play
tennis.

9.  Blind faith, superstations, traditions are accepted by
our Indians that's why new ideas, innovations we
don’t accept easily. This is the example of negative
transfer.
 To remove untouchability there are so many laws
made. But if u go in the village wt do u see? The same
things is followed by the people. No one follows the
rules. High class perople don’t marry to low class
people. This is the example of

10. If a student knows to read a dictionary then he can even
read ---------------of the dictionary
The person who knows to play violoin can eaily learn
any other string instument.
The persons who knows to ride a cycle

11. Factors helpful for transfer of learning
1. Degree of transfer is closely related to the learner’s
intelligence. Transfer depends upon one's ability to
generalize and the ability to perceive relationships
between two situations. A dull students is unable to
see relationship between two situations, since he
fails to grasp the meaning of the material taught. He
learns by repetition and hence cannot apply it to a
new situations.

12. 2. Formation of attitudes and ideals helps one to
transfer the knowledge and the skill from one
situation to another.
3. the mere presence of identical elements in two
situations does not result in effective transfer. Proper
study habits have to be developed, so that students
try to see relationship between various situations and
try to apply what they know to other situations.

13. 4. Transfer relies heavily on meaningfulness of material.
when teachers teach everything and do not encourage
pupils to see relationships or generalise, students fail
to apply and thus fail to transfer what they have learnt.

14. 5. Methods of teaching which are teacher- centered
adversely affect transfer of leaning. These methods
deprive the children of the opportunity to seek
relationships and applications.

15. Educational implications
1- we have seen that transfer of learning takes place
because of similarity of content technique, method or
because of generlisation. If a student fails to detect the
two similarity between two situations, transfer will not
take place. Remember that transfer of learning does
not take place automatically. We have to teach with
transfer in mind.

16. 2. Teachers many times teach specific facts, without
getting meaningful generalizations. In the teaching of
geometry students are generally taught bisecting a
single angle in a partticular position, many of them fail
to bisect the three angles of a triangle simple because
they are acuainted with the bisection of an angle in
one one particualr position. teacher should provide
varied experiences.problems in algebra should not be
worked out only with unknowns such as x and y but
also with other unkonwns such as m,n,a, b, p,q and so
on.

17. 3. Make the learning experiences as much as possible
similar to life like situations. If democratic way of life is
accepted by the society, it should be practiced in the
school through activities such as the election of a
students council.

18. 4.sometimes, opportunities for transfer are lost because
teachers do not alert students to look for relationships and
to see how material which is being learned can be of
future usefulness. In studies of transfer value of foreign
languages it has been found that the greatest effect of
english vocabulary occurs when relationship between
english words and their latin,french, or spanish roots are
shown as a planned part of the teaching procedure.

19. In the teaching of regional languages, teachers should
show how many of the words are derived from regional
sanskrit roots.

20. 5- bad habits of work may transfer from one situation to
another and may have a detrimental effect on learning.
Students develop faulty habits of study in the early
years of schooling which they carry over at a later stage
even when they join a college.
Many college students use fingers for counting while
adding two numbers. Teachers should pay attention to
the development of proper methods of study and
habits of work.

21. 6. It is now well established that greater transfer from
subject matter can be achieved by changing the
methods of teaching. If the subject matter is taught in
isolation from the problems of daily life, the utility of
the knowledge gained is extremely limited.
In one study 16% increase in transfer was obtained by
simply telling the student that the material they were
learning would be useful in other situation

22. 7. Teachers should remember that transfer is not
accomplished with equal facility or in equal amounts
by all individuals. It depends upon one’s ability to
generalize his experiences and the ability to perceive
relationships between two situations. It is thus
positively related to intelligence.

23. 8. Emphasis should be given on developing ideals and
attitudes. If a child is brought up to practice fair play
and to accept it as the proper way of behavior, it is
likely that the child may display it in all is dealings in
adult life.

24. 9. Teachers are ordinarily advised not to present in close
succession methods or ideas which might easily be
confused and thus cause negative transfer. In solving a
problem,if two different methods are shown in
succession without properly fixing the first there is
interfenence while learning the second method and
the student gets confused.

25. 10. If the teacher does not encourage critical thinking on
the part of students andif he does not emphsis
understanding of principles but encourage mere rote
learning,students fail to adapt to new situations. A
student can learn to multiply fractions without
understanding the procedure ,he may do well on task
like –
Multiply: ( 3/4 x4/5) 0r (7/12x12/17)

26. He gets the answer by cancelling the common digit. If he
does this without understanding,he is likely to carry
over the procedure blindly.
When he comes to solve(1 1/2x 2/5) and get 1 1/5 for the
answer.

27.  Several studies have shown that maximum trasnfer
occurs among students who understand the
underlying principles. Hence teaching for transfer
mainly consists in helping the students to arrive at
understanding of general principles and a
recongintion of their applicability.

28. Imitation
Types of learning- Verbal learning, motor learning,
concept learning etc.
Human beings can learn by imitation.
Imitation requires- ability to observe
and to see relationship

29. Imitation
Studies have shown that children can be taught to
imitate certain responses when the basic principles of
learning and motivation are followed.
The factor of maturation also plays a part. A child who
is not mature enough, cannot learn to walk,write
swim or to read just by observation. Similarly just by
observation, a child cannot learn to repair a complex
machnism.

30. Imitation
It enables the learner to save time and effort which
might otherwise be wasted in making incorrect
approaches.
Observing skilled performance not only gives general
orientation but it also gives the observer certain
insights at the start.
Imitation should not be considered as an independent
theory of learning. Imitation may come in the picture
in different types of learning such as motor learning,
verbal learning problem solving etc. If imitation is
carried on without proper observation, learning may
amount to trial and error learning.

31. Factors
affecting
Learning
Individual and
Environmental
interest,
intelligence
motivation
maturation
attention,
fatigue

32. Maturation:
Development of child takes place of two basic but complex process
1- Learning
2- maturation
When the development results from the natural growth of the
physiological system, it is called maturation.
Learning is possible when certain stage of maturation is reached.

33. Maturation:
 Maturation may be physical or mental.
 Maturation is reflected in the readiness of the child to do certain
activity.
 Pacing means presenting activities at a rate commensurate with the
development of the child.
 Do not force the child to read and write in the KG class as the child
may not be mature enough and hence may not be ready to do the
activities.
 The more mature organism, the less training is needed to reach a
given level of proficiency.

34. Maturation:
 The principle of maturation merely warns us against enforcing
training on a child when he is not mature to learn the specific skills.
 Otherwise the child may develop wrong habits, may lose interest and
then will require more time to unlearn the wrong habits.
 teacher should explain this principle to parents who are over
ambitious and over enthusiastic in the education of their 3 or 4 years
old child.

35. Intelligence
 Intelligence goes on growing up to the age of 16 to 20 years but he I.Q. for
most individuals remains constant
 .the I.Q. provides a ratio for determining how bright an individualk is as
comopared to other age

36. Intelligence
 Intelligence is expressed by an IQ score in an intelligence test is positivity
related to training.
 Generally, people with higher IQs learn new material rapidly. However,
higher IQ in itself is no guarantee for rapid learning since other factors
such as motivation of the learner and the method used for learning are also
important.

37. Attention
 Attention is always present is consious life and is common to all types of
mental activity.
 We must attend before we know, feel or act.
 It is a characteristic of all conscious life.
Attention as the selective activity of consciousness or as a process of getting
an object of thought clearly before the mind.

38. Why do we attend?
Internal and external factors
 Conditions that control attention may be termed as objective and
subjective, those that are found in the objects ( external) and those
that lie within the subject ( internal).

39. External factors
or objective
conditions of
attention
Change
Repetition
Size
Intensity
Movement
Contrast
novelty

40. External factors or objective conditions of attention
 Intensity
 Size
 Repetition
 Change
 Movement
 Contrast
 novelty

41. Intensity-
A strong stimulus is more likely to be noticed than a weak one.
A loud noise has the advantage over a soft whisper, the bright head-light of a
car catches our attention more easily than the dull lamp of a cycle.

42. Size-
Other things being equal, a large object will draw our attention more readily
than a small one, a big advertisement or a tall building or an elephant will
easily attract our attention.

43. Repetition-
 The alarm of a clock would go unnoticed, if it strikes only
once. To Attract your attention, advertisers repeat a particular
slogan while advertising t.hrough radio and tv

44. Change-
To attract attention, change should not be gradual one but a sudden one, the
tickling of wall clock goes unnoticed, but it arrests attention as soon as it
stops. A Speaker modulates his voice to attract the attention of the audience.

45. Contrast-
Anything that is different from its surrounding is likely to stand out and catch
the eye. An ink blot on a white sari is likely to attract attention more readily
than one on a colored sari. A tall and a short person walking together attract
our attention more quickly.

46. Novelty-
A strange object generally arouses attention. An
advertisement printed upside down or a student wearing a
western style dress with a turban on his head is likely to
attract attention.

47. Internal factors (Subjective) or
conditions of Attention
How much and in what way a person will attend to a stimulus
depends not only upon the characteristics of that stimulus
or the favourable environmental conditions but also upon
the persons own interest, motives, Interest. We attend to
objects in which we are interested. these internal actors
are of many kinds but they can put into six classes-
1-Emotions
2- Interest
3-mood
4-Attitude
5-Motives
6-Instincts

48. 1.Emotions-
emotions are said to be the “ internal motivation” of
attention. In joy and affection we attend to certain
things. In sorrow we like nothing. hence the teacher
should try to make the classroom situation pleasant so
that so student can attend and gain the maximum.

49. 2 Interest and attention-
Interest is a very helpful factor in securing attention. We
attend to objects in which we are interested and we do
not attend to those in which we do not have interest.
A boy interested in hockey will be more interested in
watching a hockey match than football or the
volleyball matches being played at the same time on
adjacent grounds.
Teacher should make his lesson interesting by
connecting it with their basic need,drives and interest.

50. 3.Mood-
3. the more the pleasant mood of the child the greater
the level of attention.it also leads to less distraction
when pleasant.
Our mood always influences the direction of attention.
If somebody is seriously ill at home, you find it
difficult to pay attention your study. if you are in a
pleasant mood, you pay attention easily.
Our mood always influences the direction of attention.
If somebody is seriously ill at home, you find it
difficult to pay attention your study. if you are in a
pleasant mood, you pay attention easily.

51. 4.Attitude-
The attitude of the child towards something will
determine his attention level. Positive attitude will
lead to higher level of attention or negative attitude
will lead to less or no attention.

52. 5 Motives-
The basic drives and urges of the individual are very
important in securing his attention. Thirst, hunger, sex,
curiosity, fear are some of the important motives that
exercise a definite influence upon attention. A hungry
person will definitely notice the smell of cooking.
The sex drive occupies a unique place among the
different drives. Even the most inattentive student in
the class can be made to sit on the edge of his chair if
the teacher annonunces that he is going to talk about
the sex practices of American hippies.now a days in
the world of advertsing,sex is the drive that has been
most widely exploited. We can see the shapely girls in
bathing suits to sell such unrelated items as
tyres,bolts and tractors.

53. 6.Instincts
They are the “prime movers” of our behaviour. So the
things which appeal to our instincts attract our
attention.hence the teacher should appeal to the
instincts of the students in order to catch their
attention and make lesson success.
A hungry child pays attention to food, a cat looks for a
mice, mother pays attention to her sick child, etc.

54. •THANK YOU