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Are Cognitive Skills Context-Bound?
DN PERKINS and
GAVRIEL SALOMON
Harvard University Graduate School of Education, Cambridge, Massachusetts 02138. GAVRIEL SALOMON is at the Department of Communication, University of Arizona, Tucson, Arizona 85721
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.
Educational Researcher, Vol. 18, No. 1,
16-25 (1989)
DOI: 10.3102/0013189X018001016
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