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Domain-general learning theories are in direct opposition to domain-specific learning theories, also sometimes called theories of Modularity. Domain-specific learning theories posit that humans learn different types of information differently, and have distinctions within the brain for many of these domains.
These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning. The cognitive domain, the most widely recognized component of the taxonomy, was originally divided into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
The brain is a "general-purpose" computer. The brain is a collection of modular, domain-specific processors. Culture/socialization programs behavior. Behavior is the result of interactions between evolved psychological mechanisms and cultural and environmental influences. Culture is free to vary any trait in any direction.
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And while parts of the field are concerned with analytic considerations of rather general character, case-based and domain-specific inquiries in, e.g., knowledge creation in collaborative scientific practice, knowledge exchange on online platforms or knowledge gained in learning institutions play an increasing role.
Social learning theory is a theory of social behavior that proposes that new behaviors can be acquired by observing and imitating others. It states that learning is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. [1]
A sociological theory is a supposition that intends to consider, analyze, and/or explain objects of social reality from a sociological perspective, [1]: 14 drawing connections between individual concepts in order to organize and substantiate sociological knowledge.
Social schema theory builds on and uses terminology from schema theory in cognitive psychology, which describes how ideas or "concepts" are represented in the mind and how they are categorized. According to this view, when we see or think of a concept a mental representation or schema is "activated" bringing to mind other information which is ...