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                                       Details for article 4 of 11 found articles
 
 
  Generalizations About Generalization: How a Theory of Skill Development Explains Both Generality and Specificity
 
 
Title: Generalizations About Generalization: How a Theory of Skill Development Explains Both Generality and Specificity
Author: Fischer, Kurt W.
Farrar, Michael Jeffrey
Appeared in: International journal of psychology
Paging: Volume 22 (1987) nr. 5-6 pages 643-677
Year: 1987
Contents: Within a skill-theory framework, the traditional opposition between generalization and specificity is resolved. Neither generalization nor specificity is considered the normal state. Instead, they are both phenomena that can be predicted and explained in terms of skill structures and functional mechanisms of development or learning. A person acquires a skill in a specific context and must work to gradually extend it to other contexts. Within a task domain and across related domains, a set of structural transformations predict the order of generalization of the skill. Range of generalization of a given skill at a point in time varies widely across people and situations as a function of specified functional mechanisms. Generalization is maximized when (a) tasks are similar and familiar, (b) the environment provides opportunities for practice and support, (c) the person has had time to consolidate skills at the relevant developmental level, and (d) he or she is intelligent and in an emotional state facilitative of the particular skill. True generalization must be distinguished from optimal-level synchrony, where new capacities emerge across domains as a new developmental level emerges.
Publisher: Psychology Press
Source file: Elektronische Wetenschappelijke Tijdschriften
 
 

                             Details for article 4 of 11 found articles
 
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