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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.
Prominent examples of such domain-general views include Jean Piaget’s theory of cognitive development, and the views of many modern connectionists. Proponents of domain specificity argue that domain-general learning mechanisms are unable to overcome the epistemological problems facing learners in many domains, especially language.
Piaget argued that developments in domain-general cognitive architecture drives learning and conceptual change in his theory of cognitive development. [17] Similarly, Spearman proposed an underlying, domain-general g-factor (general intelligence) to explain one's performance on all types of mental tests. [18]
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.
A 2010 review by evolutionary psychologists Confer et al. suggested that domain general theories, such as for "rationality", has several problems: 1. Evolutionary theories using the idea of numerous domain-specific adaptions have produced testable predictions that have been empirically confirmed; the theory of domain-general rational thought ...
The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. [40] Constructivism has many varieties such as active learning , discovery learning , and knowledge building , but all versions promote a student's free exploration within a ...
Gagné classified the types of learning outcomes by asking how learning might be demonstrated. [4] His domains and outcomes of learning correspond to standard verbs. [5] Cognitive Domain; Verbal information - is stated: state, recite, tell, declare Intellectual skills - label or classify the concepts Intellectual skills - apply the rules and ...
Further evidence for domain general statistical learning was suggested in a study run through the University of Cornell Department of Psychology concerning visual statistical learning in infancy. Researchers in this study questioned whether domain generality of statistical learning in infancy would be seen using visual information.