Monitoring and the transfer of individual problem solving

A monitoring interpretation of the transfer of complete concept learning skills was discussed. Individual and group monitoring in the learning session were promoted through required vocalization of reasoning and working with a partner, respectively. All subjects completed the transfer session as nonvocalizing individuals. Both sources of monitoring were expected to facilitate performance in the learning session. Only individual monitoring was expected to facilitate performance in the individual transfer session. Ninety-six male and female undergraduates were randomly assigned to one of four groups, composed of vocalizing or nonvocalizing pairs or individuals. In the learning session, pairs required fewer trials to solution and used more efficient selection strategies than did the individuals. However, the superior performance of the previously paired subjects was not evident in the transfer session. Individual monitoring through vocalization during the learning session served to partially ameliorate the negative group-to-individual transfer, as well as the less effective individual performance in the learning session. It is suggested that transfer may be promoted by inducing self-monitoring during the initial learning.