▁because ▁they ▁believe ▁that ▁it ▁provides ▁background ▁knowledge ▁on ▁how ▁to ▁do ▁the ▁problem . ▁Con sequently , ▁this ▁inter fer es ▁with ▁their ▁understanding ▁of ▁the ▁deep ▁structure ▁of ▁the ▁problem . ▁Even ▁if ▁somebody ▁tries ▁to ▁concent rate ▁on ▁the ▁deep ▁structure , ▁transfer ▁still ▁may ▁be ▁un success ful ▁because ▁the ▁deep ▁structure ▁is ▁not ▁usually ▁obvious . ▁Therefore , ▁surface ▁structure ▁gets ▁in ▁the ▁way ▁of ▁people ' s ▁ability ▁to ▁see ▁the ▁deep ▁structure ▁of ▁the ▁problem ▁and ▁transfer ▁the ▁knowledge ▁they ▁have ▁learned ▁to ▁come ▁up ▁with ▁a ▁solution ▁to ▁a ▁new ▁problem . ▁ ▁Current ▁learning ▁ped agog ies ▁focus ▁on ▁con ve ying ▁ro te ▁knowledge , ▁independent ▁of ▁the ▁context ▁that ▁gives ▁it ▁meaning . ▁Because ▁of ▁this , ▁students ▁often ▁struggle ▁to ▁transfer ▁this ▁stand - alone ▁information ▁into ▁other ▁aspects ▁of ▁their ▁education . ▁Stud ents ▁need ▁much ▁more ▁than ▁abstract ▁concepts ▁and ▁self - cont ained ▁knowledge ; ▁they ▁need ▁to ▁be ▁exposed ▁to ▁learning ▁that ▁is ▁pract iced ▁in ▁the ▁context ▁of ▁authentic ▁activity ▁and ▁culture . ▁Crit ics ▁of ▁situated ▁cogn ition , ▁however , ▁would ▁argue ▁that ▁by ▁dis cred iting ▁stand - alone ▁information , ▁the ▁transfer ▁of ▁knowledge ▁across ▁context ual ▁boundaries ▁becomes ▁impossible . ▁There ▁must ▁be ▁a ▁balance ▁between ▁situ ating ▁knowledge ▁while ▁also ▁grasp ing ▁the ▁deep ▁structure ▁of ▁material , ▁or ▁the ▁understanding ▁of ▁how ▁one ▁arriv es ▁to ▁know ▁such ▁information . ▁ ▁Some ▁the or ists ▁argue ▁that ▁transfer ▁does