  Previously we discussed how well students in an introductory physics course
diagnosed their mistakes on a quiz problem with different levels of scaffolding
support. In that case, the problem they self-diagnosed was unusually difficult.
We also discussed issues related to transfer, particularly the fact that the
transfer problem in the midterm that corresponded to the self-diagnosed problem
was a far transfer problem. Here, we discuss a related intervention in which we
repeated the study methodology with the same students in the same intervention
groups, using a new quiz problem which was more typical for these students and
a near transfer problem. We discuss how these changes affected students'
ability to self-diagnose and transfer from the self-diagnosed quiz problem to a
transfer problem on the midterm exam.
