Abstract
Domain-specific knowledge has been considered important in problem solving since Piaget's theory of domain-general developmental stages was criticized and cognitive psychology evolved in the 1970s. Conceptual changes have also been regarded as dependent on the development of domain-specific theories. In addition, the socio-cultural theorists propose the idea that conceptual changes mean the person could participate in the contexts of using the concept or learn how to communicate with the concept. Currently, researchers aiming at conceptual changes use an approach of describing in detail the development of problem solving in a domain. In contrast, domain-general skills such as meta-cognition, argument skills, and working memory have become the focus of attention as sources for learning and creating new concepts. The theory of working memory, in particular, would be expected to be applied to education, based on data accumulation by experimental and brain research because it is clear that working memory relates closely to developmental disorders and learning problems. Thus, educators investigating the developmental characteristics of children with developmental disorders could successfully help them participate in learning, and research based on the theory of working memory would provide a key to the next step in their learning.
