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The map

Areas of learning first. Open an area to see its claims, or use the diagram below for how beliefs connect.

The two big questions: Q1 How do humans actually learn, and what helps them learn best? Q2 How does that work in practice: in school, with screens, and with AI as one of the tools?

• Memory and practiceHow we store what we learn and bring it back later — retrieval, spacing and mixing practice.3 claims

  Claims: Retrieval beats restudy, What counts as learned, Spacing and interleaving

• Teaching and feedbackWhat teachers and tutors say and do that changes later learning, not just tonight's performance.3 claims

  Claims: Task feedback vs praise, Step-based tutoring, Tutoring software in school use

• Motivation and curiosityWhat keeps people wanting to learn — and what quietly kills interest.2 claims

  Claims: Growth mindset for struggling students, Tangible rewards and interest

• Sleep and the bodyHow sleep, school start times and the body shape what sticks.2 claims

  Claims: Later school start, Sleep before learning

• Learning from other peopleLearning by explaining, teaching and working with others.1 claim

  Claims: Learning by teaching

• Expertise and practiceHow much deliberate practice explains skill — and what else matters.1 claim

  Claims: Practice explains only part

• Reading and comprehensionPaper or screen, phonics, and the knowledge that makes text make sense.3 claims

  Claims: Paper vs screen, deep reading, Systematic phonics, Background knowledge

• Screens, devices and attentionPhones, laptops and on-screen extras — when they help and when they get in the way.5 claims

  Claims: Phones in lessons, Handwritten notes, Distracting extras · +2 more

• AI and thinkingWhen AI tools help practice and when they hollow out the skill they replace.2 claims

  Claims: Answer-giving AI in practice, AI deskilling

• Metacognition and self-regulationTeaching people to plan, check and steer their own learning.1 claim

  Claims: Metacognitive strategies

• Early childhood and languageShared reading and talk that grow vocabulary before formal school.2 claims

  Claims: Interactive book reading, Preschool brain training

• Language learningHow people learn a second or foreign language — spacing, practice and what kind of teaching helps.2 claims

  Claims: Spaced L2 practice, Explicit L2 teaching

• Emotion, stress and arousalHow anxiety, acute stress and arousal change what we can learn and bring back under test.2 claims

  Claims: Test anxiety and results, Stress at the test

• Learning outside schoolHomework, museums, field trips and other structured learning beyond the classroom.2 claims

  Claims: Homework and achievement, Learning outside the classroom

• Special education and inclusionHow placement and targeted teaching affect pupils with special educational needs — what helps, and what does not.2 claims

  Claims: Inclusive placement, Targeted help for special needs

• Adult / workplace learningTraining at work: what raises learning and what makes it transfer to the job.1 claim

  Claims: Workplace training

• Music and arts trainingMusic, drama and the arts — what transfers beyond the art form itself, and what does not.2 claims

  Claims: Music lessons and thinking skills (killed), Music lessons and school results

• Bilingualism and dual literacyLearning to read and learn in two languages — programmes for language-minority children and the skills that transfer.1 claim

  Claims: Home language in school

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