In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.

In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.