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About 10,000 papers for “Transfer problem”

transfer problem

Barry Eichengreen · The New Palgrave Dictionary of Economics · 2011

Development of the theoretical literature on the transfer problem mirrors the historical context within which the issue first arose. In 1919, as part of the Treaty of Versailles, Germany was required to make reparations payments to the European powers to which it surrendered. An international commission was established and vested with responsibility for determining the magnitude of German reparations. Its proceedings were marked by continuous dispute over Germany’s willingness and capacity to pay: the initial figure arrived at was repeatedly revised downward, reflecting new realities and changing perceptions of economic and political conditions in Europe, until German reparations were all but eliminated following the Hoover Moratorium of 1931 (for further discussion of historical developments see Eichengreen 1986).

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Transfer Problem

Philip L. Brock · The New Palgrave Dictionary of Economics · 2008

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Transfer Problem

Philip L. Brock · The New Palgrave Dictionary of Economics · 2018

A financial transfer of wealth between countries necessitates adjustments in expenditure, production, and relative prices that collectively comprise the transfer problem. Since the 1920s the transfer problem arising from war reparations and other unrequited transfers has occupied the attention of Keynes, several Nobel laureates, and other distinguished economists. The early literature centred on static two-country models of transfers, while more recent research has highlighted the intertemporal dimension of the transfer problem.

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The Trust Transfer Problem

David Horton, Reid K. Weisbord, Christopher Ryan · SSRN Electronic Journal · 2025

Cited by 0Open access

Transfer and Problem Solving

Daniel P. Gary · 2005

Abstract The following three themes are the storyline around which this chapter is developed. The first theme is the identification of a philosophy of science that guides the study of adaptive human behavior where human learning is a primary agent of change, and transfer and problem solving are but special cases. The second theme is a selective historical review of transfer and problem-solving research in the United States that identifies: (1) major theoretical models and metaphors and (2) the methods and materials used to test respective theories. This chronology includes (1) initial efforts (circa 1900-1920), (2) verbal learning research (circa 1920-1970), and (3) the cognitive revolution (circa 1970-present). The third theme is a subtheme that involves identifying similarities and differences in the study of transfer and problem solving between 1900 and 1970. This subtheme is carried over into the early decades of the third era (cognitive revolution). By the decade of the 1990s, we see attempts at integrating the study of transfer and problem solving with the introduction of problem-solving transfer. This integrative effort relies on a reintegration of (1) a philosophy of science of human behavior, (2) pragmatic conceptual models and metaphors of transfer and problem solving, coupled with (3) a reconsideration of materials and experimental research methods.

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A PANEL TRANSFER PROBLEM

Maria Fernanda Viana · Studies in Conservation · 1978

(1978). A PANEL TRANSFER PROBLEM. Studies in Conservation: Vol. 23, Preprints of the Contributions to the Oxford Congress, 17-23 September 1978. Conservation of Wood in Painting and the Decorative Arts, pp. 181-184.

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Transfer of Problem Solving Skills

Phye, Gary D., Bender, Timothy · ScholarWorks@BGSU (Bowling Green State University) · 1983

The purpose of conducting this study was to investigate the effects of multiple-trial learning on the transfer of problem-solving strategies. Within the classroom, students have many opportunities to develop problem-solving skills. Therefore, laboratory studies using multiple-trial learning may more closely approximate the classroom situation than do laboratory studies involving only one treatment presentation. The treatment used in this study required subjects to complete analogies. These intellective skills used in solving analogies are also used in a variety of problem solving skills (Stermberg, 1977). The theoretical framework for the interpretation of the transfer of cognitive strategies comes from the work of Flavell (1978, 1979) and Royer (1979). Flavell's metacognitive model of cognitive monitoring suggests that monitoring is by task characteristics, goals, previous experiences and knowledge structure. Metacognitive knowledge includes all the knowledge and beliefs a learner comes to hold concerning the individual problem-solving capabilities in various contexts. This includes knowledge of what intellective skills have been required for successful resolution of past problems. Positive strategy transfer would occur when the learner recognizes that characteristics of the transfer task are similar to those of previously completed tasks, and employs those skills which were used to solve the previous problems. Royer's efforts (1979) have been at a more empirical level and couched within the context of a schema theory of transfer. From the perspective of schema theory, "transfer of learning involves the activation of a previously acquired schema (strategy, plan, frame, script, etc.) when one encounters a new learning situation. Given that the activated schema is appropriate for the task, learning could occur much more rapidly than it would be in the case where an appropriate schema was not available" (Royer, p. 65, 1979).

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The Problem of Negative Transfer

Trina C. Kershaw · 2015

Much of what we know about negative transfer is incomplete. The two main theories of negative transfer

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MACHLUP ON THE TRANSFER PROBLEM

Kepa Ormazabal · Journal of the History of Economic Thought · 2010

This paper intends to provide a comprehensive and critical survey of the valuable but neglected contributions of Fritz Machlup to the debate on the Transfer Problem. Machlup took three different and conflicting lines of approach to the problem in the course of his lifelong study of it. The third, which is of a basically monetary character, provides original results, especially in relation to the demand-oriented and quantitative approach that dominates in the standard literature.

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