Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

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Working Memory Underpins Cognitive Development, Learning, and Education (2013, unknown): “There is some sentiment that these skills can be trained (although for an opposing view, see Tricot and Sweller 2013).”
The worked example effect, the generation effect, and element interactivity. (2015, background): “Human cognition relies on a large store of domain-specific information (Tricot & Sweller, 2014) held in long-term memory (De Groot & Gobet, 1996).”
Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education (2014, background): “The fourth article by Tricot and Sweller (2014) presents historical and empirical evidence to argue against the prevailing idea that skill acquisition can be explained by the acquisition of domain-general knowledge and in favor of domain-specific knowledge as a primary factor in skill acquisition…”
From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018, background): “Most generic-cognitive skills such as problem-solving, planning, or generalising are biologically primary (Sweller 2015; Tricot and Sweller 2014).”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “Knowledge of a topic contributes uniquely to comprehension even when accounting for intelligence (Ackerman, 2000; Schneider et al., 1989; Tricot & Sweller, 2014).”