pro/findings
Short, cited notes on research I have read closely. Mostly learning science, and what it means for building education technology.
Lepine, Kim, Mishkin & Beane, arXiv:2505.10742, 2025
How working-memory limits shape learning, why extraneous load is the enemy of good instruction, and what 'just enough scaffolding' means for adaptive tutoring.
Julia M. Schorn & Barbara J. Knowlton, Memory & Cognition 49(7), 2021
Interleaving different sequences during practice slows initial learning but produces more durable, transferable skill, even when learning is implicit.
Koedinger, Corbett & Perfetti, Cognitive Science 36(5), 2012
A framework arguing the right instructional method depends on which kind of knowledge component a student is learning.
Cepeda, Vul, Rohrer, Wixted & Pashler, Psychological Science 19(11), 2008
The best gap between study sessions is not fixed; it scales with how long you want to remember, shrinking as a proportion as the retention interval grows.