This approach resulted in school curricula that required students to study subjects such as mathematics and Latin in order to strengthen reasoning and memory faculties.
[1] In contrast to Thorndike, Edwin Ray Guthrie's law of contiguity expected little transfer of learning.
Guthrie recommended studying in the exact conditions in which one would be tested, because of his view that "we learn what we do in the presence of specific stimuli".
[3] The argument is also made that transfer is not distinct from learning, as people do not encounter situations as blank slates.
[7] Learning that takes place in varying contexts can create more links and encourage generalization of the skill or knowledge.
[7] Information stored in memory is "flexible, interpretive, generically altered, and its recall and transfer are largely context-dependent".
Some methods for hugging include simulation games, mental practice, and contingency learning.
[7] Bridging is when the teacher encourages transfer by helping students to find connections between learning and to abstract their existing knowledge to new concepts.