Evaluate proposed instructional approaches with controlled experiments measuring far-transfer problem solving¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article proposes experimental designs to test its two new hypothetical approaches: functional use of intelligence and explicit instruction in search-based heuristics. It recommends comparing groups with different levels of domain training on genuinely novel problems outside their domains, and manipulating access to example-based heuristic instruction, with assessment "preferably on delayed post-tests" of genuinely novel problem-solving performance.

Design Implications¶

Context¶

Requirements¶

• Evaluation methods must be able to measure genuinely novel or far-transfer problem-solving performance; comparison groups should be demographically similar.

Constraints¶

• The article states better performance on such delayed post-tests would count as evidence the proposed approach works; the approaches are currently untested hypotheses.

Target Learners¶

• participants with varying levels of domain-specific training or achievements

Target Learning Goals¶

• novel and far-transfer problem-solving performance

Claims¶

• Building extensive, well-organized domain knowledge may enhance functional use of intelligence in novel problems [+W]
• General problem-solving heuristics used in controlled conscious problem solving are biologically secondary skills requiring explicit learning [+W]

Related Strategies¶

• Explicitly teach search-based heuristics and metacognitive skills using cognitive load techniques

Examples¶

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Key Sources¶

• 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