Domain Specific Vs Domain General Knowledge

In the past cognitive developmental models have avoided the.

Domain specific vs domain general knowledge. For example core knowledge theorists who believe people have highly specialized functions that are independent of one another. Domain general learning theories are in direct opposition to domain specific learning theories also sometimes called theories of modularity. This volume consider domain as an epistemological construct. The role of domain general knowledge knowledge and tasks and a way to define domain most of the discussions on domain specific vs.

In part 1 we examine the scientific answer to the question of how far human mental activities and capabilities are domain general dg i domain specific ds. Domain specific assessment specific and one dimensional cognitive models fit worse. To gether these domain general and domain specific properties have proved to be sufficient to produce adaptive strategy choices in nu merous domains. For example biology is a scientific domain.

Cfa distinguished between levels of generalizability across teaching situations. The domains of learning were first developed and described between 1956 1972. The cognitive domain had a major revision in 2000 01. Moreover lacking specialist knowledge in a particular domain does not restrict one from thinking critically about the topic as commonly argued in favor of a domain specific conceptualization.

Domain general learning theories of development hold that we develop a global knowledge structure which contains cohesive whole knowledge internalized from experience. The ones discussed here are usually attributed to their primary author even though the actual development may have had more authors in its formal complete citation see full citations below. One of the point of views on domain. Domain specific learning theories posit that humans learn different types of information differently and have distinctions within the brain for many of these domains.

Request pdf primary domain general knowledge vs. Thus training in one domain may not impact another independent domain. 171 teachers were tested on content related and general knowledge and skills. Domains but the outcomes of the process the strategy choices that are made are highly dependent on domain specific knowledge.

Domains of knowledge are thus interdependent and training in one domain may well affect performance in another domain. A highly complex answer emerges from the literature review of domains such as intelligence traits emotions and working memory. Grades in the teaching exam were positively related to situation specific skills. The article is divided into two sections.