The DOI matches its Crossref record; 75 of the 76 references it cites were found in a registry or an index.
Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work
Overview
Integrity signals
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Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“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
In the citing paper
“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
Citations
Cites
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1956) · Psychological Review · doi:10.1037/h0043158 · Cited by 17,812
The magical number seven, plus or minus two: Some limits on our capacity for processing information.
Miller, G. A. (1994) · Psychological Review · doi:10.1037/0033-295x.101.2.343 · Cited by 17,563
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860
The role of deliberate practice in the acquisition of expert performance
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993) · Psychological Review · doi:10.1037/0033-295x.100.3.363 · Cited by 9,564
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 7,776
Self-citationHuman Memory: A Proposed System and its Control Processes
Atkinson, R. C., & Shiffrin, R. M. (1968) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60422-3 · Cited by 7,216
Axten, N., Newell, A., & Simon, H. A. (1973) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2063712 · Cited by 6,886
Newell, A. (1972) · Cited by 6,222
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Elsevier eBooks · doi:10.1007/978-1-4419-1428-6_446 · Cited by 6,172
Self-citationThe Psychology of Learning and Motivation: Advances in Research and Theory
(2010) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/c2009-0-62209-1 · Cited by 6,035
Research works printed but not linked: 7
- Binet, A. (1892). Le calculateur Jacques Inaudi [The calculator Jacques Inaudi]. Revue des deux Mondes, 111, 905–924.
- Binet, A. (1894). Psychologie des grands calculateurs et joueurs d’échecs [Psychology of great calculators and chess players]. Paris: Hachette.
- Chanquoy, L., Tricot, A., & Sweller, J. (2007). La charge cognitive. Paris: Armand Colin.
- Dehaene, S. (1997). The number sense. New York: Oxford University Press.
- Rikers, R.M.J.P. (2009). Why is not everyone Albert Einstein? Implications of expertise research for educational practice. Cognitive Load Theory Conference, Open University of The Netherlands, Heerlen, March 2-4.
- Stein, E. S., Garland, D. J., & Muller, J. K. (2010). Air-traffic controller memory. In J.A. Wise, V.D. Hopkin, & D.J. Garland (Eds.). Handbook of aviation human factors (2nd Edition). (pp. 21-1–21-39). Boca Raton: CRC Press.
- Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer. · DOI · Paper page
Cited by
Sorted by citations
Sweller, J., Ayres, P., & Kalyuga, S. (2011) · Elsevier eBooks · doi:10.1007/978-1-4419-1428-6_446 · Cited by 6,172
Self-citationCognitive Architecture and Instructional Design: 20 Years Later
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019) · Educational Psychology Review · doi:10.1007/s10648-019-09465-5 · Cited by 2,337
Self-citationVariables associated with achievement in higher education: A systematic review of meta-analyses.
Schneider, M., & Preckel, F. (2017) · Psychological Bulletin · doi:10.1037/bul0000098 · Cited by 1,347
Cognitive load theory and educational technology
Sweller, J. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-019-09701-3 · Cited by 911
Self-citationWorking Memory Underpins Cognitive Development, Learning, and Education
Cowan, N. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9246-y · Cited by 1,048
Metadata
- 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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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