,whenIhearaword (“A”),Icannotdiscernitstwovocalaspects—thesoundandthetone—,anditisfollowedbyanotherword (“B”),whichhasthesamesoundasAbutadifferenttone (SituationB).ThenallofasuddenIcanhearthetoneinBandretrospectivelyalsoinA (thankstothecontrast).WithouthavingheardA, (accordingtotheabovedefinitionoftransferastheeffectofwhatsomeonelearnsinonesituationonwhatshecandoinanothersituation).ButIamnotdoingthesamethingwhenhearingBasIdidwhenhearingA (cf.,thedefinitionoftransferastheextenttowhichsomeonecandothesamethingthatshelearnedtodoinonesituation,alsoinanothersituation).WhenhearingA,Icouldnotdifferentiateitstonefromitssound;,itwasthedifference—andnotthesameness—thatwasattendedto,discerned,.
's (2004) studybenefitedfromthelearningresourceandsucceededintheinventionactivitybecausethetwoarrangementsforlearningweredifferent (butsimilarintermsofcontent).StudentsmayhavegraspedsomeofNewton'sideasthankstohavingreadaboutAristotle'sdifferentideas (aboutthesamething).Theformofaneggisdiscernedbecauseitdiffersfromthepreviouslyencounteredball (withwhichitsharesthecolor),accordingtoMartineau'sobservationofthedifferentiatingforceofcontrasts (,1969).Ineachofthesecases,discernmentismadepossiblebecausesomethingsarethesamewhereasothersaredifferent.
Furthermore,inordertodiscernadimensionofvariation,itmustalsovary,,wemightnotonlydiscerntwodifferenttones,,,wecouldthendistinguishthatdimensionfromotherdimensions,,,thisiswhatCantonesespeakersunconsciouslydo.
