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 of similar or greater difficulty as compared with the original task. Subjects who experienced discovery learning in the primary and transfer task conditions demonstrated a greater need for more time and trials in relearning the primary task than did subjects experiencing guided methods.