“The transfer paradox We do not support this conclusion however. Highly structured methods may indeed have a positive effect on the acquisition curb and performance on retention tests, but not on problem-solving and transfer of learning. Instead, we believe that if One aims at transfer of learning and the ability to show performance that goes beyond given learning objectives, it is necessary to use Germane load inducing methods. This phenomenon in which the message that work best for reaching specific objectives are not the methods that work best for reaching transfer of learning, has been described as the “transfer paradox”. One group learned with pipe pieces of different sizes, with a focus on routine building because the pieces are easily seen as fractions of a whole; the other group learned with tile pieces of equal size is, with a focus on interpretation because the pieces should be interpreted as parts of a whole rather than just units. For subsequent problem-solving the new materials ( beans,bars,etc.) , It was found that the interpretation group was better able to use the novel materials, she’ll better progress, and eventually became more efficient than the routine building group. From instructional control of cognitive load in the design of complex learning environments” Transfer Of Learning Book:Cognitive Load Theory Source: Cognitive Load Theory