  Deductive domains are typical of many cognitive skills in that no single
problem-solving strategy is always optimal for solving all problems. It was
shown that students who know how and when to use each strategy (StrTime)
outperformed those who know neither and stick to the default strategy
(Default). In this work, students were trained on a logic tutor that supports a
default forward-chaining and a backward-chaining (BC) strategy, then a
probability tutor that only supports BC. We investigated three types of
interventions on teaching the Default students how and when to use which
strategy on the logic tutor: Example, Nudge and Presented. Meanwhile, StrTime
students received no interventions. Overall, our results show that Nudge
outperformed their Default peers and caught up with StrTime on both tutors.
