ABSTRACT
In the prior chapters, we have seen some evidence that children make use of cognitive forms linked to one practice (either school or candy selling) to accomplish problems in the other. We have not addressed in any detail, however, the constructive process entailed in children’s across-context “transfer.” To this end, in this chapter, I consider two instances of transfer involving price translation procedures of the Prepare to Purchase Phase. In one case, I consider sellers’ specialization of knowledge generated in the Sell Phase of the practice to accomplish the price translation problem; in the other case, I consider sellers’ specialization of school-linked procedures to accomplish the same problem of price translation.
