A study of twenty-five newly returned adult students finds that students with more process experience used more and more specific process analogies to construct their writing processes for school assignments than those with less process experience. Cues from peers and sense of academic identity also influenced transfer of process knowledge.
Navarre Cleary, Michelle, "Flowing and Freestyling: Learning from Adult Students about Process Knowledge Transfer" (2013). School of Continuing and Professional Studies Faculty Publications. 4.