The question raised in this study was whether the transfer of knowledge acquired with EL proposed by Houd�� and Moutier remains effective in identical, but reversed, reasoning tasks that differed in heuristic-inhibiting metacognitive cost. Three major results emerged from our investigation: only EL contributed to shifting the participants�� focus away from the irrelevant matching element named in the conditional rule, EL permitted the engagement in hypothetical thinking in a portion of the participants, and CL, as has previously been shown, did not remove reasoners�� biases toward the matching heuristic. Our results again demonstrate the effect of EL, which removes the focus the participants placed on the matching heuristic. The post-test response distributions were significantly different between the participants who received EL and the participants who received CL. We observed that the majority of the EL group who utilized the matching heuristic in the pre-test gave a different response in the post-test. EL allowed reasoners to inhibit the matching card and select the non-matching card, which is the key difficulty in the cards task and the most frequently forgotten part of the logical answer. Nevertheless, contrary to the results obtained in previous studies,, we did not observed a significant difference in proportions of the biased and logical sub-populations within the EL condition compared to the CL condition in the post-test. EL is limited because it did not cause all of the EL participants to improve. The executive warnings alone were not helpful in inhibiting the tempting matching heuristic generated by System 1 to apply the logical OTX015 strategy provided by the System 2. We Doxorubicin abmole bioscience assume that the acquired elementary metacognitive knowledge was ��strictly�� transferred to discourage matching rather than encourage logic. This underlines the complexity of learning transfer and adds a new piece of evidence to the road toward pedagogy of reasoning. EL consists of transferring knowledge acquired on a conditional reasoning task to another isomorphic task. However, the tasks differ in presentation. A negation presented in pre- and post-tests that supports the learning phase appeared in the RFT but did not appear in the WST. We used these two conditional rules because they elicit a similar heuristic strategy toward the matching bias, which conduct a reasoning error in these two cases and are based on the same analytic strategy. These two conditions are necessary for executive learning, which is used to redirect reasoners�� thinking from error to logic.