Despite a century's worth of research, arguments surrounding the question of whether far transfer occurs have made little progress toward resolution. The authors argue the reason for this confusion is a failure to specify various dimensions along which transfer can occur, resulting in comparisons of “apples and oranges.” They provide a framework that describes 9 relevant dimensions and show that the literature can productively be classified along these dimensions, with each study situated at the intersection of various dimensions. Estimation of a single effect size for far transfer is misguided in view of this complexity. The past 100 years of research shows that evidence for transfer under some conditions is substantial, but critical conditions for many key questions are untested.

Disagreement at the beginning of the 20th century

Every experience has in it the possibilities of generalization. (Judd, 1908, p. 38)

There is no inner necessity for improvement of one function to improve others closely similar to it, due to a subtle transfer of practice effect. (Thorndike & Woodworth, 1901b, p. 386)

… and disagreement at the end

Numerous studies have shown that critical thinking … can be learned in ways that promote transfer to novel contexts. (Halpern, 1998, p. 449)

Reviewers are in almost total agreement that little transfer occurs. (Detterman, 1993, p....