Search results
Results from the WOW.Com Content Network
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. [7] The modularity of mind or modularity debate states that the brain is constructed of neural structures (or modules) which have distinct functions.
Main page; Contents; Current events; Random article; About Wikipedia; Contact us; Donate
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.
Domain specificity emerged in the aftermath of the cognitive revolution as a theoretical alternative to empiricist theories that believed all learning can be driven by the operation of a few such general learning devices. Prominent examples of such domain-general views include Jean Piaget’s theory of cognitive development, and the views of ...
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]
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.
The metadata below describe the original scanning. Follow the "All Files: HTTP" link in the "View the book" box to the left to find XML files that contain more metadata about the original images and the derived formats (OCR results, PDF etc.).
[10] [11] [12] Discussion and interactive discourse promote learning because they afford students the opportunity to use language as a demonstration of their independent thoughts. Discussion elicits sustained responses from students that encourage meaning-making through negotiating with the ideas of others.