General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q1
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? When general problem-solving heuristics such as means-ends analysis are used consciously in biologically secondary domains, they require explicit, effortful learning in working memory, making their instruction a legitimate instructional goal. → Kalyuga 2026
Evidence¶
Kalyuga 2026¶
Kalyuga, S. (2026). Instructional Implications of Evolutionary Perspective on Human Cognitive Architecture as an Intelligent Natural Information Processing System. Educational Psychology Review, 38, 33. https://doi.org/10.1007/s10648-026-10135-6
q1 · i? · theoretical · r2
Theoretical argument in the section on explicit learning of heuristics: the article reasons that heuristics originating as evolved primary abilities become biologically secondary when consciously used, so "general problem-solving heuristics such as means-ends analysis require explicit learning like any other biologically secondary knowledge." No empirical data are reported.
"However, when used in explicitly controlled processes in biologically secondary domains, general problem-solving heuristics such as means-ends analysis require explicit learning like any other biologically secondary knowledge."
Discussion¶
Related Claims¶
- 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
- Heuristic and algorithmic training conditions do not differ in posttest problem-solving performance — related
- Studying worked examples is more effective and more efficient than problem solving for novice learners (the worked example effect) — related
- Strategy Instruction Improves Learning — a broader claim this one bears on
- Youth engaged free-choice learning heuristics in everyday problem-solving but typically skipped the assess phase — related
- Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest — a narrower finding that bears on this claim
- Very general skills may be biologically primary and therefore unteachable; claimed general-skills training should be tested with far transfer — reports the opposite
- Human relationships are primary means of education, and knowledge of humans' unlearned tendencies is necessary to efficient planning for education in general. — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
secondary-heuristics-require-explicit-learning |
title |
General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning |
description |
General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning |
status |
review |
evidence_strength |
weak |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kalyuga-2026 |
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