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Relevant bibliographies by topics / Specific skills

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Journal articles

Academic literature on the topic 'Specific skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 June 2025

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Journal articles on the topic "Specific skills"

1

Paillard, Thierry. "Sport-Specific Balance Develops Specific Postural Skills." Sports Medicine 44, no. 7 (2014): 1019–20. http://dx.doi.org/10.1007/s40279-014-0174-x.

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2

Batty, Ken. "Training in specific maintenance skills." Waterlines 6, no. 2 (1987): 24–26. http://dx.doi.org/10.3362/0262-8104.1987.040.

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3

Sliwa, James A., Gregory Makoul, and Henry Betts. "Rehabilitation-Specific Communication Skills Training." American Journal of Physical Medicine & Rehabilitation 81, no. 2 (2002): 126–32. http://dx.doi.org/10.1097/00002060-200202000-00009.

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4

Christenko, Aleksandr, Žilvinas Martinaitis, and Simonas Gaušas. "Specific and general skills: Concepts, dimensions, and measurements." Competition & Change 24, no. 1 (2019): 44–69. http://dx.doi.org/10.1177/1024529419882554.

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A number of academic debates rely on the distinction between general and specific skills as being valuable to a large number or a few firms. However, the meaning attributed to these concepts as well as empirical measurement strategies have significantly varied in the literature. To address the resulting theoretical and empirical confusion, we propose a multidimensional approach for defining skill specificity, which encompasses four distinct concepts: accessibility and similarity of skill sets as well as the portability and replaceability of skills. The former two refer to skills acquired by an individual (i.e. skills are substantively specific), while the latter two depend on the structure of labour demand and supply, institutions and firms’ strategies (i.e. on economic factors) that are time and place dependent. This paper proposes and tests empirical strategies for measuring each concept. The results challenge assumptions in the literature that graduates of vocational training and high-skilled blue-collar occupations have substantively specific skills. The multidimensional conceptualization and empirical results provide a number of theoretical implications. We focus on three conceptual debates regarding firms’ incentives to fund training, workers’ demand for social insurance and types of skills that facilitate or obstruct adjustment to technological and economic shocks.

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5

Wilkinson, Susan. "Transfer of Qualitative Skill Analysis Ability to Similar Sport-Specific Skills." Journal of Physical Education, Recreation & Dance 71, no. 2 (2000): 16–18. http://dx.doi.org/10.1080/07303084.2000.10605996.

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6

Smith, Gerald. "Are There Domain–Specific Thinking Skills?" Journal of Philosophy of Education 36, no. 2 (2002): 207–27. http://dx.doi.org/10.1111/1467-9752.00270.

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7

Nuttall, Dilyse. "Calculation skills for nurses: specific groups." Nurse Prescribing 11, no. 8 (2013): 378. http://dx.doi.org/10.12968/npre.2013.11.8.378.

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8

Fujiki, Martin, Bonnie Brinton, and Cindy M. Todd. "Social Skills of Children With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 27, no. 3 (1996): 195–202. http://dx.doi.org/10.1044/0161-1461.2703.195.

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The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.

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9

Könings, Karen D., Marjo van Zundert, and Jeroen J. G. van Merriënboer. "Scaffolding peer-assessment skills: Risk of interference with learning domain-specific skills?" Learning and Instruction 60 (April 2019): 85–94. http://dx.doi.org/10.1016/j.learninstruc.2018.11.007.

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10

Claessen, Mary, Suze Leitão, Robert Kane, and Cori Williams. "Phonological processing skills in specific language impairment." International Journal of Speech-Language Pathology 15, no. 5 (2013): 471–83. http://dx.doi.org/10.3109/17549507.2012.753110.

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