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The many variables that influence retention and transfer of skills are discussed in Chapter 3. With regard to retention, considerations include the original level of learning, task organization, and the time since training. With regard to transfer, key issues are the similarities between training and transfer tasks and conditions and how knowledge is used in the training and transfer situations. About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files.

Many skills require controlled processes early in learning, but the processes become automatic with extensive practice and especially so if that practice contains a high degree of consistency. Practice consistency means that a trainee makes the same response each time a certain stimulus or class of stimuli is presented. The assumed explanation for this phenomena is that retention of a skill depends heavily on the extent to which a skill is automatic: that is, it can be performed without conscious awareness.

The crux of the problem is that learning and performance are not the same. As we indicate at several points in this chapter, procedures that About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted.

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