Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Posttest problem-solving performance did not differ between the heuristic and algorithmic training conditions. → Raaijmakers 2018

Evidence¶

Raaijmakers 2018¶

Raaijmakers, S. F., Baars, M., Schaap, L., Paas, F., van Merriënboer, J., & van Gog, T. (2018). Training self-regulated learning skills with video modeling examples: Do task-selection skills transfer? Instructional Science, 46, 273–290. https://doi.org/10.1007/s11251-017-9434-0

q3 · i? · causal · r2

Median test comparing heuristic (M = 2.70, SD = 1.05) and algorithmic (M = 2.69, SD = 1.30) conditions on the posttest found no significant difference (r = .09); equivalence was not tested.

"However, problem-solving performance did not differ between training conditions, v2(1) = 0.658, p = .417, r = .09."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Heuristic task-selection training is not more effective for transfer than algorithmic training — related
• Video modeling training of self-assessment and task-selection skills improves secondary students' problem-solving performance after a self-regulated learning phase — related
• Task-selection skills trained with video modeling examples in biology transfer to task selection in a different domain (math) — related
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning — related
• Training students to select tasks using a combination of self-assessed performance and invested mental effort improves self-assessment, task selection, and posttest performance, but one follow-up study found no transfer to a new problem domain — related