Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work
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The previous emphasis on generic-cognitive skills is due to a failure to realise the distinction between biologically primary and secondary knowledge.
“The previous emphasis on generic-cognitive skills is due to a failure to realise the distinction between biologically primary and secondary knowledge (Tricot and Sweller 2014).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Tricot and Sweller 2014
Biologically secondary knowledge is heavily domain-specific.
“In contrast to the generic-cognitive skills associated with most biologically primary knowledge, biologically secondary knowledge is heavily domain-specific (Sweller 2015, 2016b; Tricot and Sweller 2014).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Tricot and Sweller 2014
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Self-citation
- Authors
- Tricot, A., & Sweller, J.
- Affiliations
- Centre National de la Recherche Scientifique (FR)
- UNSW Sydney (AU)
- Corresponding author
- Tricot, André
- Venue
- Educational Psychology Review
- Published
- 2013-10-26
- Volume
- 26
- Issue
- 2
- Pages
- 265-283
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W1975732501
- Semantic Scholar
- dc816d7dee11a6cd7f477c4676918005b42e3cfb
- Cited by
- 273
- References
- 76
- Citations by year
- 2026: 14 · 2025: 20 · 2024: 34 · 2023: 27 · 2022: 28 · 2021: 40 · 2020: 14 · 2019: 26 · 2018: 11 · 2017: 18 · 2016: 22 · 2015: 12 · 2014: 5 · 2013: 1
- FWCI
- 18.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Educational Psychology Review (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- domain knowledge, intellectual skills, long-term memory, skill acquisition, instructional design, transferable skills
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