Active/Exploratory Training Promotes Transfer Even in Learners with Low Motivation and Cognitive Ability

Active training approaches encourage self-directed exploration, whereas guided training stresses direct instruction and external guidance during training. The present research investigated interactions of individual-difference variables—motivation and cognitive ability—and training approach on performance in tasks that are similar to training tasks (analogical transfer) and tasks that are novel and distinct from training tasks (adaptive transfer). In accordance with a resource allocation framework (Kanfer & Ackerman, 1989), we expected effects of individual differences on transfer performance to be reduced after active/exploratory training compared with guided training, because participants of exploratory training engage in the same kind of metacognitive processing during training and transfer. Consequently, attentional demands are reduced during transfer, whereas for participants of guided training the transfer situation imposes high attentional demands. Experiment 1 (N= 37) taught a word processing program and Experiment 2 (N= 110) taught a presentation program using either active/exploratory or guided training. Consistent with previous research, training methods were equally effective for analogical transfer but active/exploratory training led to better adaptive transfer. In addition, interaction hypotheses were supported. Contrary to common recommendations, results suggest that active/exploratory training is suitable for promoting transfer even in learners with relatively low motivation and ability. La formation active stimule la recherche personnelle tandis que la formation dirigee accentue la transmission de directives et de conseils. Cette etude porte sur les interactions de variables relevant de differences individuelles (la motivation et les aptitudes cognitives) avec le type de formation sur la performance dans des tâches similaires aux tâches apprises (transfert analogique) et dans des tâches qui sont differentes de celles apprises (transfert adaptatif). A partir d'un modele d'allocation de ressources (Kanfer & Ackerman, 1989), on s'attendait a ce que l'action des differences individuelles sur la performance suite au transfert soit attenuee a la suite d'une formation centree sur l'exploration active, en comparaison de la formation dirigee, cela parce que les stagiaires beneficiant d'une formation active font appel a la meme categorie de processus metacognitifs lors de la formation et du transfert. Par consequent, une moindre attention est necessaire durant le transfert, tandis que pour les stagiaires soumis a la formation dirigee, la situation de transfert exige une forte attention. La premiere experience (N = 37) portait sur l'apprentissage d'un logiciel de traitement de textes et la deuxieme sur l'apprentissage d'un logiciel de preparation d'un expose utilisant soit une formation active, soit une formation dirigee. En accord avec les recherches anterieures, ces methodes de formation sont d'une efficacite analogue en ce qui concerne le transfert analogique; mais la formation active permet un meilleur transfert adaptatif. De plus, les hypotheses sur les interactions ont ete confirmees. A l'encontre des recommandations habituelles, nos resultats montrent que la formation active est favorable au transfert meme quand les stagiaires presentent des aptitudes et des motivations relativement faibles.