Task, person, and experiential characteristics drive the transfer of learning.
The ability to transfer skills is critical for complex performance. However, performance in complex environments is often examined within single levels of analysis, neglecting interactions among characteristics of the task, person, and experience. Here, we examine how intervention-level factors (tas...
| Publicado en: | Communications Psychology Vol. 4; no. 1; pp. 1 - 17 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Springer Nature
1/29/2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192010650&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192010650 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 27319121 N51Q jtl: Communications Psychology issn: 27319121 maglogo: N pubinfo: dt: 1/29/2026 vid: 4 iid: 1 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 192010650 192010650 192010650 10.1038/s44271-026-00408-9 192010650 ppf: 1 ppct: 16 formats: tig: atl: Task, person, and experiential characteristics drive the transfer of learning. aug: au: LaFollette, Kyle J. Frank, David J. Burgoyne, Alexander P. Macnamara, Brooke N. affil: https://ror.org/051fd9666 Department of Psychological Sciences, Case Western Reserve University, Cleveland, OH, USA sug: subj: Gamification Task Performance and Analysis Emotions Cognition Personality Experiential Learning Human Uncertainty Skill Acquisition Outcomes of Education Emotional Regulation Adaptation, Psychological Ohio Adult Male Female Psychological Tests Scales Electrocardiography Data Analysis Software Confidence Intervals Descriptive Statistics Funding Source Adult: 19-44 years Male Female ab: The ability to transfer skills is critical for complex performance. However, performance in complex environments is often examined within single levels of analysis, neglecting interactions among characteristics of the task, person, and experience. Here, we examine how intervention-level factors (task consistency, stress), between-person differences (emotion-cognition traits, physiological traits), and within-person fluctuations (amount of practice) jointly influence transfer. Across six rounds of a gamified learning task, participants (N = 241) trained under stress or control conditions and in consistent or inconsistent task environments. They then either continued or switched to the other task environment. Results revealed that task consistency enhanced efficiency during learning, but switching to an inconsistent environment disrupted performance. Patterns in pre- to post-switch performance were shaped by physiological reactivity and emotion-cognition traits, including cognitive reappraisal and intolerance of uncertainty, revealing compensatory adaptations that group-level analyses may obscure. These findings advance existing transfer models by highlighting how emotional and physiological regulation interact with environment. Skill transfer depends on how tasks are structured, who is trained, and how they experience stress. This study demonstrates that individual differences in emotion-cognition traits and physiological responses shape divergent transfer trajectories. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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