Discovery Learning Strategy Research Articles

The Effectiveness of a Discovery-Learning Strategy in the Acquisition of Scientific Concepts Among Kindergarten Students in Jordan

The present study aimed to detect the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten students whose ages are between 5-6 years. The study used the experimental method through semi-experimental design with pre and post-test for the experimental and control groups. To achieve the goal of the study, a visual test for the scientific concepts was developed. After verifying the validity and reliability of the scale, it was applied to the study sample, which included 49 boys and girls randomly assigned to two groups,: An experimental group consisting of 24 boys and girls who were taught by using a discovery-learning strategy, and a control group consisting of 25 boys and girls were taught by using the traditional methods.
 
 The results of variance analysis showed a statistically significant difference at the level α = 0.05 between the mean scores of the responses of the control and experimental groups’ participants in the post-test of scientific concepts, attributed to the use of the discovery-learning strategy, and for the benefit of the experimental group. The study found no statistically significant differences at the level of α = 0.05 between the mean scores of the experimental group's participants in the post-test of scientific concepts attributed to gender variable, nor there was any statistical effect of interaction between gender and teaching strategy. In the light of these results, the study concluded the effectiveness of using a discovery-learning strategy in the acquisition of scientific concepts among kindergarten children.

SINTAKS MODEL PEMBELAJARAN MATEMATIKA COLLABORATIVE PROBLEM SOLVING PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL (SPLTV)

Collaborative problem solving mathematics learning model aim for add new variation releated mathematics learning model which has been done by teachers. This learning model is new learning model which comes from a combination collaborative learning model and problem solving learning method. Based on the collaborative learning model supported by cognitive theory, social constructivism theory, and motivation theory. While the problem solving learning method supported by theory that refers to Polya steps. In addition to theories that support this learning model, a learning model includes approach, strategy, method, technique, and learning tactics. Collaborative problem solving learning model includes the following: (1) student centered approach; (2) discovery learning strategy and deductive learning strategy; (3) problem solving learning method; (4) study group technique; and (5) task LKPD tactics. After the collaborative problem solving learning model is formed, then the next step is making learning model syntax. Syntax of collaborative problem solving learning model is: (1) engagement; (2) exploration; (3) transformation; (4) solution; (5) presentation; and (6) reflection.

The Implementation of TPACK (Technology, Pedagogy, and Content Knowledge) Framework on Indonesian Online Mathematics Teachers Training

This study aimed to describe how the implementation of the TPACK (Technology, Pedagogy, and Content Knowledge) framework used for online mathematics teacher training, and to observe participants’ response of the course. This research was a case study of online training for 30 Indonesian junior secondary school mathematics teachers on a quadrilateral course developed using the TPACK framework. The TPACK framework provides a map for understanding how to effectively integrate technology and instructional strategies into the content. The finding of this study for the teachers in the sample were: (1) The TPACK framework was implemented interactively in the integration process of GeoGebra (technology) using discovery learning strategies (pedagogy) on the square area formula (content) for quadrilateral properties; (2) The use of the TPACK framework on the online course received positive responses from teachers in the sample and they stated that it would be interesting and helpful when used in the classroom.

تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي (Vigotsky) دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

AbstractOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.

Students’ Perception on the Discovery Learning Strategy on Learning Reading Comprehension at the English Teaching Study Program Christian University of Indonesia

Abstract The main objectives of this study are to discover and examine the students’ perception on the use of discovery learning strategy on reading comprehension and to see whether the students are interested in using discovery learning strategy on improving their reading comprehension. This study is a survey research. This study was conducted to all students of the English Teaching Study Program (ETSP), Christian University of Indonesia. To achieve the objectives, data were collected using questionnaire and interviews. The data was analyzed descriptively through Microsoft Excel 2007. Based on the data analysis, it can be concluded that the majority of students agreed that discovery learning strategy can enhance their reading comprehension and they want this strategy implemented in their reading class. Furthermore, they were interested on learning or improving reading comprehension through discovery learning strategy. Keywords: reading comprehension, discovery learning strategy, perception

Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course

Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in persistence, a key measure of motivation. However, research within the CLT framework typically engages motivation as a necessary precursor to learning, rather than as an outcome of instruction. In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants through instruction and assess changes in self-efficacy from pre-to post-intervention. In an analysis of data from students enrolled in an undergraduate biology course (n = 2078), students in the treatment condition demonstrated significantly higher performance on end-of-semester lab reports and self-efficacy measures. However, post-instruction self-efficacy was not significantly related to performance, controlling for pre-instruction self-efficacy, gender, and scientific reasoning ability. These findings introduce the possibility that the cognitive load imposed on working memory during instruction may affect motivational beliefs and provides a foundation to further explore connections between historically distinct theoretical frameworks such as CLT and social cognitive theory.

تعليم مهارة القراءة في ضوء النظرية البنائية الاجتماعية لفيجوتسكي دراسة الحالةفي جامعة بالنجكارايا الإسلامية الحكومية

AbstrakOne of the lecturers in the Department of Arabic at IAIN Palangka Raya teaches the reading using newest way and innovation compared to the previous ones. The innovation contains a variety of learning materials, learning strategies and learning evaluation.From this phenomenon, the researcher concluded that in reading skill teaching as done by one of the lecturers at IAIN Palangka Raya, there are some indicators of learning that are based on Vigotsky’s social constructivism theory in which it focuses on the roles of the students and social interaction in learning between the lecturers and the students or interaction among students.The aim of this research is to describe reading skill learning performed by the third semester students of IAIN Palangka Raya in 2016-2017 Academic Year. By looking the phenomena in the field in the perspective of processes, activities and interactions during teaching and learning process.This study is classified as descriptive qualitative research using case study design at IAIN Palangka Raya in 2016-2017.Techniques of data collecton in this research include interview, observation and documentation. The data should be examined by using triangulation.The results of the study can be explained as follows: First, the goal of the teaching reading skill to the third semester students of IAIN Palangka Raya 2016-2017 in the perspectivesof Vygotsky’ social constructivism theory; it can be seen from lecturer’s explanations towards reading skill focusing on discussion together with her students. Discussion is a kind social interactions between the lecturer and her students and social interactions among students. Second, learning materials of learning of reading skill in the view of of Vygotsky’ social constructivism theory, can be seen also from lecturer’s explanation which are relevant to students’ everyday life and their experiences around them. The materials to be used are based on the consideration of the purpose, prior knowledge, time and available place, and the numbers of students who follow the lesson. Third, the strategy of learning in the view of Vygotsky’s social constructivism theory, can be seen from the strategy used by the lecturer such as; cooperative learning strategy, top down processing strategy and discovery learning strategy. These three strategies stress on the roles and the activeness of students in the learning-activities. Fourth, the evaluation of learning of reading skill in the view of Vygotsky’s social constructivism theory can be seen from the learning evaluation of reading skill as applied by the lecturer. The evaluation not only tests and examines one aspect of the skill, but also covers all aspects of the shill at once. Test of reading skill, not only deal with reading skill but also it covers other skills such as speaking skill, writing skills, structure and translation.Keywords: reading skill and Vygotsky’ social constructivism theory

Pembelajaran Missouri Mathematics Project dan Penemuan Terbimbing terhadap Hasil Belajar Matematika Ditinjau dari Kemampuan Awal di SMK

The aims of this study are to test: 1) the differences of the influences between MMP learning strategy and Guided Discovery learning strategy towards mathematics learning outcomes, 2) the differences of the influences between students’ initial ability level towards mathematics learning outcomes, and 3) the interaction between MMP learning strategy and students’ initial ability level towards mathematics learning outcomes. The Quasi-experimental research design used the population of all students from class XI of SMKN 3 Klaten. This research uses cluster sampling. Data were collected by documentation and tests. Technical analysis used anava, different two way cells, and then followed by Scheffe method. The results of this study showed: 1) the students’ learning outcomes by using MMP learning strategy are better than by guided discovery learning strategy, 2) the students’ learning outcomes of high initial ability level students is better than middle and low initial ability level students, and the students’ learning outcomes of middle initial ability level students is better than low initial ability level students, and 3) MMP learning strategy is more effective than guided discovery learning strategy towards middle initial ability level students. MMP learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students, the learning outcomes of middle initial ability level students is better than low initial ability level students. Meanwhile, guided discovery learning strategy, the learning outcomes of high initial ability level students is better than middle and low initial ability level students. As for, in guided discovery learning strategy, the learning outcomes between middle and low initial ability level students gets the same learning outcomes.

DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN MENULIS TEKS CERITA PENDEK DI KELAS 7 SMPN I LURAGUNG

This study aims to improve students' skills in writing short stories. Discovery learning can improve students' ability to generate stories. This study uses a Class Action Research (PTK). The results are as follows. In prasiklus use the lecture method with media Charta with KKM 75. In the aspect of knowledge is only 55% of students who completed and only 66% skill aspect. The results of the first cycle of learning by using discovery learning strategies in preparing the text of the short story nilail obtain an overall average of 76. In the knowledge that acquired skill aspect nilail overall average of 77. Although it has exceeded KKM, but have not reached the targets set in the classical style, ie 80. The observation of posture is 2.88. Activities teachers earned an average of 3.11. Weakness in the first cycle is fixed in the second cycle, both related to the design of learning, learning, and assessment. In the second cycle, student achievement related knowledge reached an average of 79.16. Students who have completed a total of 36 people (100%). Aspects acquire skills nilail overall average, that student attitudes 81. Observations 3.21. Results of teacher activity observation was 3.47 including both categories.

Pengaruh Strategi Pembelajaran Inkuiri dan Discovery terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Biologi Siswa pada Topik Bioteknologi di MAN I Padang Sidempuan

This research was aimed to determine: (1) the effect of inquiry learning strategies to students' critical thinking skills; (2) the effect of inquiry learning strategies to student learning outcomes; (3) the effect of discovery learning strategies to students' critical thinking skills; (4) the effect of discovery learning strategies to student learning outcomes; and (5) the relationship with the critical thinking skills of student learning outcomes. This research was conducted in MAN I Padangsidimpuan, in class XII IPA second semester of the school year 2013/2014 in the matter of Biotechnology. Samples taken consisted of three experimental class. Sample was conducted by cluster random sampling method. This research method was a quasi-experimental techniques Anacova analysis (analysis of covariance) at significance level α = 0.05. The results of this study showed that: (1) there are significant inquiry learning strategies to students' critical thinking skills (F-count = 4.621; Sig. = 0.036); (2) there are significant inquiry learning strategy on learning outcomes of students (F-count = 2.860; Sig. = 0.018); (3) there are significant discovery learning strategy toward critical thinking ability of students (F-count = 48.709; Sig. = 0,000); (4) there are significant discovery learning strategies students (F-count = 4.034; Sig. = 0,049); and (5) there is a relationship with the critical thinking skills of student learning outcomes using a strategy of inquiry learning, discovery and conventional (F-count = 50.956; Sig. = 0.000).

Influence of Guided Discovery Learning Strategy on Motivation and Learning Outcomes on Natural Science of Students in Class IV Rantepao I SDN Toraja Utara

Pengaruh Strategi Penemuan Terbimbing terhadap Motivasi dan Hasil Belajar IPA Siswa Kelas IV SDN Rantepao I Kabupaten Toraja Utara Abstract : The study aims to determine: 1) the influence of guided discovery learning strategy in science subjects on motivation to learn and 2) the effect of guided discovery learning strategy in science subjects on learning outcomes. The study design is experimental design. The subjects were students of class IV SDN Rantepao I of Toraja Utara consisting of two classes with 38 students in a class IVA and 37 students in class IVB. The Data collection technique used observation, questionnaires, and tests. The Hypothesis testing is using Anacova Techniques. The results shows that motivation and student learning outcomes is higher in guided discovery learning strategy compared to the conventional strategy. Normal 0 false false false IN X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Key Words : strategy guided discovery, learning motivation, learning outcomes Normal 0 false false false IN X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} Abstrak : Penelitian bertujuan mengetahui: 1) pengaruh strategi penemuan terbimbing pada mata pelajaran IPA terhadap motivasi belajar dan 2) pengaruh strategi penemuan terbimbing pada mata pelajaran IPA terhadap hasil belajar. Rancangan penelitian adalah desain eksperimen. Subjek penelitian adalah siswa kelas IV SDN Rantepao I Kabupaten Toraja Utara yang terdiri dari dua kelas yaitu kelas IVA 38 siswa dan IVB 37 siswa. Teknik pengumpulan data menggunakan observasi, angket, dan tes. Pengujian hipotesis menggunakan teknik Anacova. Hasil penelitian menunjukkan bahwa motivasi dan hasil belajar siswa lebih tinggi pada strategi penemuan terbimbing dibanding strategi konvensional. Kata kunci: strategi penemuan terbimbing, motivasi belajar, hasil belajar

An fMRI study exploring cognitive processing during computer-based discovery learning

Discovery-based learning designs incorporating active exploration are common within computer-based instructional simulations, supported by constructivist theories of learning focussing on active individual knowledge construction. On the other hand, researchers have highlighted empirical evidence showing that ‘pure' discovery learning is of limited value and that combinations of explicit instruction and guided discovery learning are more effective. Little is known, however, about differences in the cognitive processing that occurs when a learner undertakes active discovery learning using a computer-based simulation compared to when they are guided through observation of simulation output. A better understanding of the cognitive processing occurring when learners interact with on-line materials in the context of specific learning designs is important both for networked learning researchers and for on-line teachers. This paper reports on a study in which the brain activations from two learning conditions using computer-based simulations were compared using functional magnetic resonance imaging (fMRI). One condition allowed exploration through manipulation of simulation parameters, while the other allowed observation of simulation output from preset parameters. Drawing on constructivist theories of learning, it was hypothesised that the active exploration condition would lead to greater activation of brain areas associated with working memory organisation and long term memory formation. The study also set out to explore the broader feasibility of using fMRI to explore learners' cognitive processing while undertaking holistic learning activities using on-line learning materials. Results of the study were somewhat equivocal about differences in brain activation with no consistent differences in activation between the two conditions able to be measured. Consistent with our related research which suggests that discovery learning strategies vary substantially across individuals, results of this study suggest that the cognitive processing during the two conditions varied across participants. Integrated analysis of the exploration processes, learning outcomes and measured brain activations of individuals shows promise in better understanding the relationship between learning strategy, interaction and cognition when using instructional simulations. Approaches like this that draw on an analysis of data on learning process and outcome along with an analysis of physiological measures (in this case blood flow as an indicator of brain activation) are expected to be at the leading edge of learning analytics research in coming years. The study also highlighted challenges associated with the use of fMRI to explore learners' cognition while undertaking learning activities allowing significant learner control and involving extensive computer-based interaction.

Secondary School Students’ Assessment of Innovative Teaching Strategies in Enhancing Achievement in Physics and Mathematics

The study employed a descriptive survey to investigate senior secondary school students’ assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. By the use of purposive sampling 190 out of a population of 394 senior secondary school year one physics and mathematics students from two co-educational senior secondary schools in Umuahia North LGA of Umuahia Education Zone of Abia State was used. The instrument for data collection was the researchers developed structured questionnaire of the Likert type on senior secondary school students’ assessment of innovative teaching strategies in enhancing achievement in physics and mathematics. Two (2) research questions and one (1) hypothesis tested at 0.05 level of significance guided the study. The instrument was validated and the reliability index of 0.86 was obtained. The research questions were answered using mean while the hypothesis was tested with chi-square statistics. Results showed that inquiry method, discovery learning, discussion, role play, simulation, games, team teaching, brainstorming and other similar strategies were agreed to be innovative teaching strategies that can enhance achievement in physics and mathematics. A recommendation that physics and mathematics teachers should be encouraged to use these innovative teaching strategies in the teaching of physics and mathematics was made. DOI: 10.5901/jesr.2013.v3n8p121

Healthcare Theatre: A Unique Simulation Partnership

The Healthcare Theatre program, a unique approach to standardized patients, is a partnership between the College of Health Sciences and College of Arts and Science at the University of Delaware. This program now offers a permanent, cross-credited course that includes a repertoire of experiential and discovery learning strategies. Enrolled students are educated by the nursing and theater departments to portray patients for health care simulations that encourage teamwork and interprofessional communication. This article will explain how the program provides an active, transformative learning environment while satisfying the educational needs and challenges of multiple disciplines.

Aristotle’sNicomachean Ethicsas the OriginalLocusfor theSeptem Circumstantiae

Previous articleNext article No AccessAristotle’s Nicomachean Ethics as the Original Locus for the Septem CircumstantiaeMichael C. SloanMichael C. SloanBaylor University Search for more articles by this author Baylor UniversityI am grateful to the Leverhulme Trust and the “After Augustine Project” for their financial support during the course of researching and writing this article.PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Classical Philology Volume 105, Number 3July 2010 Article DOIhttps://doi.org/10.1086/656196 Views: 158Total views on this site Citations: 21Citations are reported from Crossref © 2010 by The University of Chicago. All rights reserved.PDF download Crossref reports the following articles citing this article:Ashok A. 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Flexible Purposing in Early Childhood String Instruction Discovery Learning Strategies that are Developmental Appropriate and Cognitively Challenging

Flexible Purposing in Early Childhood String Instruction Discovery Learning Strategies that are Developmental Appropriate and Cognitively Challenging

Metodologia da pesquisa para enfermeiras de um hospital universitário

Este artigo trata de pesquisa descritivo-analítica sobre práticas educativas em metodologia de pesquisa dirigidas a enfermeiras assistenciais de um hospital universitário, visando a aquisição de competências em investigação científica, tendo como base a aprendizagem por descoberta, tutoramento e estratégias do ensino humanista. Participaram do programa 86 enfermeiras, das quais 70 concluíram seus projetos. Desses, 28 resultaram em trabalhos científicos, em sua maioria relatos de experiência, pesquisas descritivas e exploratórias. Segundo as enfermeiras, o programa proporcionou-lhes a aquisição e aplicação de conhecimentos em pesquisa. Apontaram, como principais dificuldades, a falta de domínio da metodologia científica e as limitações nas condições administrativas e de trabalho na instituição. Entre os aspectos facilitadores destacaram a importância da pesquisa para modificação da prática, a divulgação dos resultados e a colaboração para manutenção de um centro de pesquisas. O estudo revelou a necessidade de flexibilização do planejamento das atividades educativas, orientação contínua e respeito às particularidades de cada enfermeira.

Teach What?: Reflections on the Transition From Hospital Teaching to Teaching in the Community

For a nurse educator, the sudden assignment to teaching in the community after years of hospital teaching and practice can cause distress. While persons with such experience do not possess the skills to teach the care of aggregate populations, they can be successful in teaching students to care for patients in their homes and in other community settings. Participating in on-site orientation, developing perspectives that recognize patient autonomy and the significance of family context, and using more discovery learning strategies enable faculty to achieve course goals and to contribute to curricular goals.

Comparison of Guided and Discovery Learning Strategies

60 volunteer female university students randomly assigned to either a variable guidance, single guidance, or discovery group performed initial acquisition and transfer trials of the Mirror Target Toss Test. All three groups exhibited similar acquisition curves on the initial task. Significant differences on the last acquisition block and first transfer block were found between the discovery group and the variable-guidance group, with the former exhibiting the poorer performance. Means for the second transfer block were similar, indicating adjustment to the task.

Effect of Guided Vs. Discovery Learning Strategies on Initial Motor Task Learning, Transfer, and Retention

Abstract The purpose of this study was to compare the effects of guided vs. discovery strategies on (a) the learning of a primary psychomotor task; (b) transfer psychomotor tasks with two different degrees of difficulty; (c) transfer of learning as influenced by guided vs. discovery learning; and (d) retention (relearning) of the primary task as a function of primary and transfer task learning strategies as well as the complexity of the transfer task. Female college students (N = 128) were assigned to either a guided or discovery condition for the learning of the primary task and then to one of four conditions for transfer learning—discovery or guided, for a simple or complex transfer task—to learn computer managed serial motor tasks. Guided learning was most efficient in initial task learning. Efficiency in transfer learning was greatest when the strategy for transfer learning was the same as that used in primary task learning. Neither learning strategy was more effective when considering a transfer task...