Are Cognitive Skills Context-Bound?
Abstract
Effective problem solving, sound decision making, insightful invention—do such aspects of good thinking depend more on deep expertise in a specialty than on reflective awareness and general strategies? Over the past thirty years, considerable research and controversy have surrounded this issue. An historical sketch of the arguments for the strong specialist position and the strong generalist position suggests that each camp, in its own way, has oversimplified the interaction between general strategic knowledge and specialized domain knowledge. We suggest a synthesis: General and specialized knowledge function in close partnership. We explore the nature of this partnership and consider its implications for educational practice.
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It is often necessary to have pertinent content knowledge to be able to apply problem-solving strategies to new situations (Perkins & Salomon, 1989).
“This outcome is important in that it is often necessary to have pertinent content knowledge to be able to apply problem-solving strategies to new situations (Perkins & Salomon, 1989).”
From Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2017) · cites this paper as Perkins & Salomon, 1989
Transfer occurs when learning in one context improves performance in a different learning context.
“Transfer occurs when learning in one context improves performance in a different learning context (Perkins and Salomon 1989).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Perkins and Salomon 1989
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- Authors
- PERKINS, D., & SALOMON, G.
- Affiliations
- Harvard University (US)
- Venue
- Educational Researcher
- Published
- 1989-01
- Volume
- 18
- Issue
- 1
- Pages
- 16-25
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2107121732
- Cited by
- 1,133
- References
- 72
- Citations by year
- 2026: 7 · 2025: 21 · 2024: 21 · 2023: 24 · 2022: 24 · 2021: 24 · 2020: 19 · 2019: 37 · 2018: 21 · 2017: 23 · 2016: 40 · 2015: 38 · 2014: 40 · 2013: 40 · 2012: 31
- FWCI
- 69.95
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Researcher (publishedVersion)
- Funders
- Spencer Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Education and Critical Thinking Development
- Keywords
- cognitive skills, domain knowledge, expertise, problem solving, decision-making, insight, reflective consciousness, teaching practice
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