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Narrow abilities are described as abilities that do not correlate with skills outside their domain, following more along the lines of domain-specific learning theories. Despite breaking g into more specific areas, or domains of intelligence, Carroll maintained that a single general ability was essential to intelligence theories.
The way children deal with environmental irregularity has therefore led to the proposition of a domain-specific language hypothesis space. 3. Specific Language Impairment (SLI) A dissociation between intelligence and linguistic functioning has been shown in people with SLI. [12]
Domain specificity emerged in the aftermath of the cognitive revolution as a theoretical alternative to empiricist theories that believed all learning can be driven by the operation of a few such general learning devices. Prominent examples of such domain-general views include Jean Piaget’s theory of cognitive development, and the views of ...
[7] p. 194 It suggests that the benefit of specificity in practice occurs because motor learning is combined with physical practice during the learned sport or skill. [14] p. 90 Contrary to previous beliefs, skill learning is accomplished by alternating motor learning and physical performance, making the sources of feedback work together. The ...
Other than Charles Spearman, three others developed a hypothesis regarding the structure of intelligence. L. L. Thurstone tested subjects on 56 different abilities; from his data he established seven primary mental abilities relating to intelligence. He categorized them as: spatial ability, numerical ability, word fluency, memory, perceptual ...
One hypothesis is that these reflexes are vestigial and have limited use in early human life. Piaget's theory of cognitive development suggested that some early reflexes are building blocks for infant sensorimotor development. For example, the tonic neck reflex may help development by bringing objects into the infant's field of view. [84]
Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of the developed adult brain and cognitive psychology.
An action plan is a construct that invokes intention and ultimately results in a specific movement configuration on a given performance (Miller et al. 1960 as cited by Guadagnoli and Lee 2004). See motor control. Feedback may be inherent to the individual (e.g. vision) or available via external, augmented sources (e.g. verbal instruction).