Domain-general learning
Domain-general learning theories of development hold that people develop a global knowledge structure which contains cohesive, whole knowledge internalized from experience. Domains of knowledge are thus interdependent, and training in one domain may well affect performance in another domain.[1]
For example, the influential developmental psychologist Jean Piaget believed that we form cohesive knowledge structures. By contrast, core knowledge theorists believe we have highly specialized functions that are independent of one another, adhering instead to a domain-specific learning theory of development.[1]
Opposing Theories
The relationship between domain general learning and domain specific learning (also known as the modularity debate or modularity of mind) has been an ongoing debate for evolutionary psychologists. [2]
The modularity of mind or modularity debate states that the brain is constructed of neural structures (or modules) which have distinct functions. Jerry Fodor, an American philosopher and cognitive scientist, stated in his 1983 book that brain modules are specialized and may only operate on certain kinds of inputs [3]. According to Fodor, a module is defined as “functionally specialized cognitive systems”. These modules are said to be mostly independent, develop on different timetables, and are influenced by a variety of different experiences an individual may have. [4] Some argue that Piaget’s domain general theory of learning undermines the influence of socio-cultural factors on an individual’s development. More specifically, the theory does not explain the influence of parental nurture and social interactions on human development.
Domain specific learning is a theory in developmental psychology that says the development of skills is independent from one another. This theory suggests that training or practice in one area may not influence another. [5] Domain-specificity has been defined by Frankenhuis and Ploeger as that “a given cognitive mechanism accepts, or is specialized to operate on, only a specific class of information”. Frankenhuis, A; Ploeger, A (2007). "Evolutionary Psychology Versus Fodor: Arguments for and Against the Massive Modularity Hypothesis". Philosophical Psychology. 20 (6): 687. doi:10.1080/09515080701665904. {{cite journal}}: Cite has empty unknown parameter: |1= (help) Furthermore, domain-specific learning prescribes different learning activities for students in order to meet required learning outcomes.Bennett, J; Millar, R; Waddington, D.; Holman, J. (2005). Making a difference: Evaluation as a tool for improving science education. Waxmann. ISBN 9783830915089. {{cite book}}: Cite has empty unknown parameter: |1= (help); horizontal tab character in |title= at position 65 (help)
Modern cognitive psychologists suggest a more complex relationship between domain-generality and domain-specificity in the brain. Current research suggests these networks may exist together in the brain, and the extent to which they function in tandem may vary by task and skill-level. For example, some activities may require different skills and/or specific knowledge.
Possible Applications
Workplaces
Technology advancements and changes in the labor market show the need for workers/employees to be adaptive. This may suggest that school curricular should incorporate activities focusing on developing the necessary skills for dynamic environments. People tend to use domain general learning processes when initially learning how to perform and complete certain tasks such as problem solving.
Early Childhood Education
Problem solving is considered to be an individual’s ability to partake in cognitive processing in order to understand and solve problems where a solution may not be immediately apparent. Domain specific problem solving skills may provide students with narrow knowledge and abilities. Because of this, school teachers, policy makers and curriculum developers may find it beneficial to incorporate domain general skills (such as time management, teamwork or leadership) in relation to problem solving into school curriculum. Domain general problem solving provides students with cross-curricular skills and strategies that can be transferred to multiple different situations/environments/domains. Examples of cross-curricular skills include, but are not limited to: information processing, self regulation and decision making.
Language Development
Additionally, linguistic knowledge and language development are examples of domain general skills. Infants can learn rules and identify patterns in stimuli which may imply learning and generalizable knowledge. This means parents of young children and early childhood educators may want to consider its application while supporting language development.
See also
- Androgogy
- David Kolb
- Epistemology
- Heutagogy
- Instructional theory
- Kurt Lewin
- Learning
- Learning theory (education)
- Neuroscience
- Pedagogy
- Wason selection task
References
- ^ a b Siegler, Robert (2006). How Children Develop, Exploring Child Develop Student Media Tool Kit & Scientific American Reader to Accompany How Children Develop. New York: Worth Publishers. ISBN 0-7167-6113-0.
- ^ Workman, Lance; Reader, Will (2004). Evolutionary Psychology: An Introduction. Cambridge University Press. ISBN 1107044642.
- ^ Fodor, Jerry (1983). Modularity of Mind: An Essay on Faculty Psychology. Cambridge, Mass.: MIT Press. ISBN 0-262-56025-9.
- ^ Callaghan, T. C. (2005). Cognitive Development Beyond Infancy. In B. Hopkins (Ed.), The Cambridge Encyclopedia of Child Development (pp. 204–209). Cambridge, UK: Cambridge University Press. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX1311100053&v=2.1&u=cuny_hunter&it=r&p=GVRL&sw=w&asid=c822fe0523f5b1258756f6e7855acc8d
- ^ Siegler, Robert (2006). How Children Develop, Exploring Child Develop Student Media Tool Kit & Scientific American Reader to Accompany How Children Develop. New York: Worth Publishers. ISBN 0-7167-6113-0.
External links
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