@article {102818,
	title = {Teaching a thinking strategy: transfer across domains and self learning versus class-like setting},
	journal = {Applied Cognitive Psychology},
	volume = {8},
	year = {1994},
	pages = {549-564},
	abstract = {The purpose of this study is to investigate two issues related to the teaching of thinking skills: (1) transfer across domains; and (2) comparison between individual learning of a thinking strategy and {\textquoteleft}class-like{\textquoteright} setting, which consists of a didactic intervention that takes place in small groups. A microgenetic design was used, in which community college students engaged in investigation of problems (each student participated in 20 sessions). It was found that: (1) the control of variables strategy that was taught in the context of a problem in one domain transferred fully to a new problem in the same domain, hut transferred less well to an isomorphous problem in a different domain; (2) the {\textquoteleft}class-like{\textquoteright} setting contributed to improved performance (as measured by the frequency of valid inferences), with the didactic intervention seeming to contribute to this improvement; and (3) the learning environment described in this study had a larger effect on {\textquoteleft}slower learners{\textquoteright} than on {\textquoteleft}faster learners{\textquoteright}. It is proposed to teach for enhanced transfer by focusing explicitly on recognition of underlying logical structures of content-rich contexts.},
	url = {https://doi.org/10.1002/acp.2350080603},
	author = {Zohar A.,}
}
