184 SECTIONAL ADDRESSES' 



with practice at the second test ; and even at the third, practice was not 

 at a maximum, data may be obtained concerning this point by comparing 

 the results of the three tests. 



A comment made by Mr. F. C. Bartlett is that, at school or college, 

 practice in different activities between which transfer is supposed to occur 

 is not acquired in the manner of this experiment. Pupils do not practise 

 one task exclusively for days and then turn equally exclusively to another. 

 During any one day several different activities (at least dix, but at school 

 often many more) are practised successively. This might facilitate the 

 transference of attitudes towards the work, ideals, sentiments and 

 knowledge of methods applicable to different tasks. 



To examine these hypotheses the experiment described above is being 

 continued in a modified form. 



This conception of the isolation of a habit has obvious relationships, 

 which cannot be explored here, to that of the conditioned response. 



The evidence seems now to establish that the problem of transfer may 

 be divided into two parts : 



(a) Transfer resulting from and due merely to exercise of any particular 

 function ; 



(6) transfer resulting from extension of attitudes, sentiments, ideals or 

 knowledge of methods, where the particular function trained was the 

 vehicle of these mental powers. 



It now seems certain that (a) is rare, and that (b) definitely can occur. 

 But in educational institutions, where subjects or parts of subjects are 

 taught by different persons, the chances of transfer through common 

 applicable methods discovered by the learner himself, or through sentiments, 

 is much less. And the automatic occurrence of transfer can ne^er in the 

 future be assumed by anyone conversant with the facts. 



