Thepointofdepartureforthisarticleistheviewthatwhatthelearnerlearnstodoinacertainsituationmayenablehertodothesamethinginanothersituationtotheextentthatthesecondsituationresembles (orisperceivedtoresemble) ,arguingthatnotonlysameness,similarity,oridentitymightconnectsituationstoeachother, (andsimilarities) (1988) inhercritiqueofthecultureoftransferexperiments,that (a) answerstothequestion “whatislearned?” shouldnotbetakenforgranted;(b) anygeneralizationsmadebythelearnercontributetoconnectingsituations;(c) weshouldfocusonrelationsbetweensetsofsituationsratherthanononlytwosituationsatatime;and (d) connectingsituationsisdoneinallofthesituationsinvolvedasopposedto “whatislearned” ,however,apointnotraisedbyLave,namelytheroleofdifferencesinconnectingsituations.
Inthefirstexampleinthesectiononmotorlearning,,,changes,variation,,theymusthaveencounteredthrowingfromanotheranglebefore,inSituationA,,however,notonlymustthelearnerexperiencevariationinthatdimension,,,'s (2004) study,inwhichlearnersinoneconditionbecamebetterthanlearnersintheotherconditionatdiscerningthedimensionofcentraltendencyandthedimensionofvariability.
,everyspecificangleisavalueinthedimensionofangles,,, (2005) referredtoastherangeofpermissiblechangeinadimensionofpossiblevariation.
