As the novice gains experience actually coping with real situations, he begins to note, or an instructor points out, perspicuous examples of meaningful additional aspects of the situation. After seeing a sufficient number of examples, the student learns to recognize these new aspects. Instructional maxims now can refer to these new situational aspects, as well as to the objectively defined nonsituational features recognizable by the inexperienced novice.

The advanced beginner driver, using (situational) engine sounds as well as (non-situational) speed in his gear-shifting rules, learns the maxim: Shift up when the motor sounds like it is racing and down when it sounds like its straining. He learns to observe the demeanor as well as position and velocity of pedestrians or other drivers. He can, for example, distinguish the behavior of a distracted or drunken driver from that of an impatient but alert one. Engine sounds and behavior styles cannot be adequately captured by words, so words cannot take the place of a few choice examples in learning such distinctions.

With experience, the chess beginner learns to recognize such situational aspects of positions as a weakened king's side or a strong pawn structure despite the lack of a precise and situation-free definition. The player can then follow maxims such as: Attack a weakened kings side.