Many problems require that learners induce rules in order to solve problems. When encountering a new machine or system, it is necessary to figure out how the system works, that is, to induce the rules that describe how the system functions. Learning how to use transportation systems in foreign countries poses myriad rule-induction problems. Qualitative-analysis labs in chemistry provide students unknown compounds on which they conduct numerous tests in order to discover the identity of the compound. Those tests represent rules that are defined by the causal relationships among the chemical elements. Doing so requires that they induce rules that describe the behavior of various reagents. These are generally perceived as more difficult problems than applying rules, although the level of experienced difficulty depends on individual differences in cognition.

Many problems have correct solutions but multiple solution paths or multiple rules governing the process. They tend to have a clear purpose or goal that is constrained but not restricted to a specific procedure or method. Using an online search system or a library catalog to find scientific information are examples of rule-using problems. The purpose is clear: find the most relevant information sources in the least amount of time. That requires selection of search terms, constructing effective search arguments, implementing the search strategy, and evaluating the utility and credibility of information found.