Domain-specific learning

Domain-specific learning theories of development hold that we have many independent, specialised knowledge structures (domains), rather than one cohesive knowledge structure. Thus, training in one domain may not impact another independent domain.^[1] Domain-general views instead suggest that children possess a "general developmental function" where skills are interrelated through a single cognitive system.^[2] Therefore, whereas domain-general theories would propose that acquisition of language and mathematical skill are developed by the same broad set of cognitive skills, domain-specific theories would propose that they are genetically, neurologically and computationally independent.

Domain specificity has been supported by a variety of theorists. An early supporter was Jerry Fodor, who argued that the mind functions partly, by innate, domain-specific mental modules.^[3] In Modularity of Mind, Fodor proposed the Hypothesis of Modest Modularity, stating that input systems such as perception and language are modular, whereas central systems such as belief fixation and practical reasoning are not.^[4] By contrast, evolutionary psychologists have supported the Massive Modularity Hypothesis, arguing that the mind is not just partially, but completely modular,^[5] composed of domain-specific modules genetically shaped by selection pressures to carry out innate and complex functions.^[6][7] Core knowledge theorists such as Elizabeth Spelke hold that knowledge can be separated into a few, highly specialised, domain-specific bodies.^[8]