Cumulative learning is the cognitive process by which we accumulate knowledge and abilities that serve as building blocks for subsequent cognitive development. A primary benefit of such is that it consolidates knowledge one has obtained through experience, and allows the facilitation of further learning through analogical knowledge transfer. This is seen through students' ability to transfer knowledge across contexts and through time. It is a concept that has been widely written about in psychological literature, with scholars particularly drawing attention to the fact it allows for the incremental increase in scope of ability and knowledge., without damaging pre-existing skills. More meaningfully constructed knowledge can be better reserved for future use. This theory serves as an alternative approach to maturational theories such as the model proposed by Jean Piaget concerning intellectual and learning development. Theory American psychologist Robert M. Gagne first introduced the concept of cumulative learning in 1968 on the basis that intellectual skills can be broken down into simpler ones. His model proposed that new learning builds upon prior learning and is dependent on the combination of previously acquired knowledge. Gagné believed that learning is cumulative and human intellectual development consistent of building up increasingly complex interacting structures of learned capabilities. Gagné's theory was explored by Bruner, who argued that as children grow, the curriculum should repeatedly present learned information and expand on it until the child understands the information and its relations more completely. In a later explanation, Gagne stated that "there is a specifiable minimal prerequisite for each new learning task," and that if the learner cannot recall this capability, learning a new task is not possible. The core assumption underlying the concept is that the learning of humans is cumulative by nature, so learned knowledge is consolidated and reproduced for further learning situations. There are four types of knowledge constructed in cumulative learning: abstract, concrete, general and specific. Abstract knowledge reduces the amount of detailed information in the cognitive structure, with concrete generating additional details about the entities of information in such a place. General and specific knowledge are the opposites of each other; the former extends the reference set of information, and the latter narrows it. According to Gagne, the cumulative learning theory is better than the maturational model because of the focus on the hierarchies of capabilities. In this framework, instead of the content and concepts of the task, the learning hierarchies address intellectual