How People Learn II updates and extends the 2000 How People Learn report by synthesizing research on learning from birth through adulthood in formal and informal settings¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 2018 · checked against its sources 2026-10-15 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q1 i? The study updates and extends the NRC 2000 report by reviewing and synthesizing research on learning across the lifespan in both formal and informal settings. → National Academies of Sciences 2018

Evidence¶

National Academies of Sciences 2018¶

National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Consensus Study Report. https://www.nationalacademies.org/publications/24783 doi:10.17226/24783

q1 · i? · review · r?

The project's statement of task, as printed on the activity page, defines the study as an update and extension of the 2000 report, covering "learning from birth through adulthood in both formal and informal settings." No empirical findings are reported on this page.

"An ad hoc committee will conduct a study and prepare a report that will update and extend the NRC report How People Learn (NRC, 2000) by reviewing and synthesizing research that has emerged across the various disciplines that focus on the study of learning from birth through adulthood in both formal and informal settings."

Discussion¶

Related Claims¶

• The expanded edition of How People Learn draws on two NRC committee efforts, the second of which was formed to link learning research to classroom practice — related
• The study calls for integrative research designs that combine knowledge from multiple fields, including network, multi-level, and simulation modeling — related
• Combined with adolescent data, the lifespan profile of perceptual metacognitive efficiency is an inverted-U — related
• Spacing enhances learning across various domains and across the lifespan, with emphasis on applied educational settings — related
• Designers develop cultural awareness through both informal exposure and formal intentional means — related
• The paper reports that delayed entry into adulthood has increased role ambiguity and individualized identity development in emerging adulthood — related
• Metacognitive ability increases with age during adolescence and plateaus in adulthood when task performance is held constant — related
• Cumulative stress predicts adult outcomes beyond specific stressor types in longitudinal studies — related
• Retrieval practice enhances learning across domains and the lifespan in applied educational settings — related