Sweller and Sweller (2006) suggested that human cognitive architecture represents a class of natural information processing systems. In contrast to most other known natural information processing systems, human cognition seamlessly integrates within the same architecture both evolved implicit (frequently called biologically primary) abilities and controlled explicit (biologically secondary) processes. The ability to engage in explicit, intentionally controlled processes is essential in making human cognition an intelligent natural information processing system with intelligence as its key characteristic which enables humans to generate and learn biologically secondary knowledge. This paper describes some instructional consequences of this feature of human cognition, specifically focusing on (1) the need for a goal-driven approach to selecting instructional methods (including the goals of enhancing learners’ motivation, engagement and altering their affective states which are essential for managing their intents to effortfully learn new biologically secondary knowledge); (2) the need to enhance functional and focused use of human intelligence in solving novel problems, in general, and in particular, (3) the need to enhance learner abilities to effectively use heuristics-based search approaches during controlled, conscious problem solving in truly novel situations.
