S0106 · ericsson_2006_handbook_expertise · registry identity
Handbook of Expertise and Expert Performance
Bears on
Canonical propositions this source was matched as evidence for.
How Hirsch uses it
Every occurrence, grouped by book and chapter, with the claim it was linked to support and (where the extraction regenerated one) the underlying warrant.
2016 · Why Knowledge Matters
The Cambridge Handbook of Expertise and Expert Performance, summarizing findings that refutes the concept of content-independent general skills.
direct Modern cognitive science has refuted the idea that students can be trained in content-independent thinking skills.
Warrant (implicit): If cognitive science demonstrates that expertise is domain-specific, then pedagogical strategies based on teaching 'general thinking skills' are fundamentally invalid.
could fail ifMeta-cognitive strategies (learning how to learn) may still provide benefits that are not captured by studies focused solely on domain-specific expertise.
A comprehensive summary of research in cognitive psychology rejecting the idea of general abilities independent of content.
direct General cognitive abilities such as learning and reasoning cannot be studied or developed independently of specific content domains.
Warrant (explicit): Because human cognition requires specific knowledge to function, intellectual development must be treated as a process of knowledge acquisition rather than the strengthening of abstract mental faculties.
could fail ifBrain plasticity and executive function can be improved through exercises (like working memory training) that are not tied to specific academic content.
2022 · American Ethnicity
Evidence from cognitive psychology regarding the domain-specificity of expertise and the lack of transferable general skills.
direct Human skills and expertise are domain-specific and generally not transferable from one area to another.
Warrant (implicit): Conclusions drawn from the psychological study of elite performance and expertise are validly applied to the general educational development of children.
could fail ifThe mechanisms of 'elite expertise' in narrow fields like chess or sports may not accurately model the 'general literacy' or basic skill acquisition of developing children.
The technical literature on expertise confirms that skills are specific to domains of knowledge.
direct The technical literature demonstrates the domain-specificity of skills, meaning skills depend on specific knowledge for specific tasks.
Warrant (explicit): Cognitive skills are inseparable from the specific knowledge base in which they were practiced and cannot function independently of that knowledge.
could fail ifMetacognitive strategies, such as self-monitoring or logical deduction, may exhibit a degree of transferability across different knowledge domains.
Endnote numbers seen
Raw book:chapter:endnote references collected during endnote backfill.
ae:1:12ae:1:14ae:1:15wkm:prologue:38
Raw source_reference strings seen
As they appeared before normalization/consolidation into this source identity.
Anders Ericsson, Handbook of Expertise and Expert Performance (2020)K. Anders Ericsson et al., The Cambridge Handbook of Expertise and Expert Performance (2006)K. Anders Ericsson, et al., Handbook of Expertise and Expert Performance, 2020Paul J. Feltovich, Michael J. Prietula, and K. Anders Ericsson, 'Studies of Expertise from Psychological Perspectives,' in The Cambridge Handbook of Expertise and Expert Performance (2006)