GENERALIZATION AND

TRANSFER OF
LEARNING
Edu 312: Curriculum, Instruction and Learning Environment
PEPSY C. FLORES ANTONIETA O. OCANA, PhD, EdD.
Doctorand Professor
Topic Outline
- Definition of Generalization
- Generalization in ABA (Applied Behavior Analysis) Classroom
 Stimulus Generalization
 Response Generalization
 Maintenance
 Techniques for Teaching Generalization
 Strategies for Promoting Generalization
- Transfer of Learning
 Definition
 Characteristics
 Types
 Important theories
 Ways to improve
- Sample lesson plan for Grade 8 Mathematics
GENERALIZATION
- the act of forming conclusions from a small amount of information

- a general statement: a conclusion based on only a small number of

items or instances

- is the concept that humans and other animals use past learning in
present situations of learning if the conditions in the situations are
regarded as similar

- is understood to be directly tied to the transfer of knowledge across

multiple situations

- can be supported and partly explained by the connectionism

approach
 GENERALIZATION IN ABA (Applied Behavior Analysis)
CLASSROOM
Students often learn a new skill under a certain set of conditions that may
include the person teaching them, the materials they use, and the environment
where they learn these skills. Generalization is the ability for a student to perform
a skill under different conditions (stimulus generalization), the ability to apply a
skill in a different way (response generalization), and also to continue to exhibit
that skill over time (maintenance). Often students are able to generalize skills
both in the conditions under which they demonstrate the skill, and in their
responses. Some students however have a greater level of difficulty
demonstrating a skill in situations other than the situation that the skill was
originally taught. By teaching students to apply learned skills in a wide variety of
environments, with various people and varying materials, students can increase
their level of independence and flexibility.
STIMULUS GENERALIZATION
Stimulus generalization occurs when a student can perform a skill
even when the conditions change. For example, if a student learns how
to take turns during a game with two specific classmates in the library,
and can then independently take turns playing with a sibling at home,
the skill of taking turns has been generalized. In this example, the
people have changed (classmates to siblings), the setting has changed
(school to home), and the materials have changed.
RESPONSE GENERALIZATION
Response generalization refers to learning a skill and then
successfully transferring that skill to similar skills. For
example, if a student learns how to zip up their jacket and
then is able to zip up their backpack, then the skill of using a
zipper has been generalized; or when someone says hello to
that student, they can respond with a variety of responses such
as “hello”, “hi”, or “hey”.
MAINTENANCE
Maintenance refers to the continued performance of a skill over time
once all teaching has ceased (including prompting, specific skill
reinforcement, and other applied behavior analysis (ABA) strategies). For
example, when a student is learning to read the word “there”, it is still
being taught. Once “there” has been learned, if the student is able to read
the word independently the following school year, this skill would be
considered to be maintained, or generalized over time.
TECHNIQUES FOR TEACHING GENERALIZATION
1. If a teaching program was successful in one setting, implement the same
teaching program in a different setting.
2. Teach students functional skills, such as asking to get a drink, where the
student getting a drink would be a natural reinforcer.
3. Once a skill has been demonstrated in response to a specific instruction,
begin to change that instruction slightly.
4. Once a skill has been demonstrated consistently, begin to thin out how often
the student receives social or tangible reinforcement.
5. Have students monitor their own behavior and skills under varying conditions
(environment, people, and materials) by documenting their performance.
6. Provide social praise and reinforcement for generalized skills.
STRATEGIES FOR PROMOTING GENERALIZATION
1. Teach a skill, whether social or academic, within the natural setting where that
skill will be used most often.
2. Involve multiple people in the teaching of a skill. This may include support staff,
ECEs, other teachers and administrators.
3. Utilize the student’s strengths when generalizing a newly acquired skill.
4. Teach the skill in a variety of settings and gradually introduce new teaching
materials.
5. As soon as possible, shift from artificial cues to more natural ones.
6. Teach different ways of doing the same thing.
7. Involve peers.
8. Ensure that the school team and home are aware of the student’s goals.
9. Follow the student’s motivation and incorporate their interests whenever
possible.
Definition of Transfer of Learning
According to Crow and Crow: “The carry-over of habits of thinking,
feelings or working of knowledge or skills from one learning areas to
another is usually referred to as Transfer of learning”
According to Sorenson: “Transfer is referring to the transfer of
knowledge, training and habits acquired in one situation to another
situation”
According to Judd : “ Transfer is a form of generalization”
According to Guthrie: “Transfer may be defined as a process of
extending and applying behavior”
Characteristics of the transfer of learning:
1. All education should partake of the nature of the transfer.

2. Subject matter must be chosen in terms of the learner’s present and future
needs.

3. The transfer is dependent upon the teaching and learning methods.

4. Transferability of learning outcomes depends upon the pupil’s readiness and

willingness to learn.

5. Teaching has less transfer value unless facts, habits, skills and attitudes are
generalized and related to other situations in which they can be utilized.

6. Transfer of learning is to a considerable degree determined by intelligence.

Types of Transfer of Learning
 Positive transfer:
When learning in one situation facilitates learning in another situation, it is known as a
positive transfer. For example, skills in playing the violin facilitate learning to play the piano.
Knowledge of mathematics facilitates to learn physics in a better way. Driving a scooter
facilitates driving a motorbike.
 Negative transfer:
When learning of one task makes the learning of another task harder- it is known as a
negative transfer. Example, Left-hand drive vehicles hindering the learning of right-hand
drive.
 Neutral transfer:
When learning of one activity neither facilitates or hinders the learning of another task, it
is a case of neutral transfer. It is also called as zero transfer. For example, knowledge of
history in no way affects learning of driving a car or a scooter
Two important theories explain the transfer of learning
1. Theory of identical elements:
• This theory has been developed by E.L.Thorndike. According to him most of the transfer
occurs from one situation to another in which there are most similar or identical elements.
• This theory explains that carrying over from one situation to another is roughly
proportional to the degree of resemblance in a situation, in other words- more the
similarity, more the transfer.
• The degree of transfer increases as the similarity of elements increases.  
2. Theory of generalization of experience:
• This theory was developed by Charles Judd. Theory of generalization assumes that what
is learned in task ‘A’ transfers to task ‘B’ because in studying ‘A’, the learner develops a
general principle which applies in part or completely in both ‘A’ and ‘B’.
• Experiences, habits, knowledge gained in one situation help us to the extent to which
they can be generalized and applied to other situations.
• Generalization consists of perceiving and understanding what is common to many
situations. The ability of individuals to generalize knowledge varies with the degree of
their intelligence.
 10 Ways to Improve Transfer of Learning
(By Marianne Stenger)

1. Focus on the relevance of what you’re learning

2. Take time to reflect and self-explain
3. Use a variety of learning media
4. Change things up as often as possible
5. Identify any gaps in your knowledge
6. Establish clear learning goals
7. Practice generalizing
8. Make your learning social
9. Use analogies and metaphors
10. Find daily opportunities to apply what you’ve learned
SOURCES:
1) https://www.merriam-webster.com/dictionary/generalization

2) https://en.wikipedia.org/wiki/Generalization_(learning)#:~:text=Generalization%20is%20the%20co
ncept%20that,situations%20are%20regarded%20as%20similar

3) https://cdn5-ss14.sharpschool.com/UserFiles/Servers/Server_73620/File/Our%20Board/Departm
ents/Special%20Education%20Services/ABA%20Generalization%20Newsletter.pdf

4) https://educerecentre.com/transfer-of-learning-concept-and-types/

5) https://www.trainerslibrary.org/transfer-of-learning-types-and-theories/
https://www.opencolleges.edu.au/informed/features/10-ways-improve-transfer-learning/
SAMPLE DAILY LESSON LOG
IN MATH 8
THANK
YOU!