本文旨在經由文獻探討分析知識遷移的可能性與其限制。作者首先指出知識遷移定義上的爭議，接著由知識遷移與僵化的現象及相關的研究分析影響知識遷移的因素。文獻分析顯示，遷移作業的型態、自我監探能力與訓練、學習的方式等都是影響知識遷移的重要因素。作者同時指出，不論是一般性策略知識或是特定領域的內容知識，其遷移均有相當的限制。知識遷移並非自然發生的歷程，需要學習者和教育方式多方面的配合才能提昇知識遷移的可能性。

The main purpose of this study was to examine the possibilities and limitations of transferring knowledge learned to different contexts and content areas. After reviewing relevant studies in different areas, the author suggested that the definition of knowledge transfer was still controversial . There was no clear boundary between new learning and transfer. It was also suggested that knowledge transfer involved sophisticated psychological processes and would not happen naturally. Transfer of knowledge in most of the cases was bound to the contexts where knowledge was acquired and the specific content with which a specific piece of knowledge related.
The possibility of knowledge transfer related to the ways knowledge was learned, represented, and organized. It also related to the contextual similarities among learning tasks. In most of the cases, knowledge acquired in school as abstract subject content and learned without reflective thinking would result in inertness. Careful cultivation was needed in order to promote knowledge transfer.