[2] It is a concept that has been widely written about in psychological literature, with scholars particularly drawing attention to the fact it allows for the incremental increase in scope of ability and knowledge.,[3] without damaging pre-existing skills.
[5] American psychologist Robert M. Gagne first introduced the concept of cumulative learning in 1968 on the basis that intellectual skills can be broken down into simpler ones.
Cumulative learning is a hallmark of human cognition, offering an integrated view of processes that have been previously treated in isolation.
[3] There are 14 dimensions which determine the performance characteristics of cumulative learning implementation, separated into three groupings: memory management, temporal capacity and granularity, and generality.
An ideal cumulative learner should be capable of learning multiple things consecutively, accumulating knowledge in any situation and being able to use it in unforeseen future contexts.
This type of cumulative learning is also reflected in the policy rhetoric - there is a continuous building of knowledge, addition of new skills and new meanings given to existing abilities.
Experiments are deemed valuable because they promote cumulative learning - the replication and extension of experimental designs are the most reliable route to it.
[12] They provide learning opportunities as if a test doesn't go as planned, a researcher can use the information gained to adapt the methods used in the next experiment.
However, relying on the naturally occurring replication of experimental research may not suffice to promote cumulative learning because interventions and outcomes measures are different across disparate contexts.
[13] Whilst this may be true, it is clear that the concept itself is prevalent in cognitive development - as illustrated through the ways children learn and use new knowledge to inform future situations.