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How People Learn II Learners, Contexts, and Cultures (2018) / Chapter Skim
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10 Research Agenda
Pages 225-232

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From page 225...
... This discussion set the stage for the discussions of research from cognitive science, neuropsychology, and other fields on numerous processes and functions of learning, specific influences on learning, and applications of this knowledge for lifelong learning and education. Our review has pointed to strengthening connections among these research domains, and how these connections have supported improved understanding of the dynamic nature of learning.
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From page 226...
... Culture is also associated with the type or degree of cognitive changes that are manifest with age, and it partly accounts for the significant variety in the trajectories of individual learners. We have also described many illustrations of the idea, introduced in Chap ter 1, that "to learn" is an active verb naming a dynamic process through which humans continuously adapt, through conscious and unconscious physiological and cognitive responses, to the unique circumstances and experiences they encounter.
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From page 227...
... One is interdisciplinary research that examines how individual variation and developmental and contextual factors, including social, emotional, environmental, institutional, and experiential factors, influence the lifelong learning process and learning outcomes. These research efforts should include the examination of the cross-level effects of social, emotional, and physiological responses to educational activities and their effects on proximal and distal learning
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From page 228...
... Research is also needed on how different learning experi ences combine to shape learning identity and whether there are particular periods of human development during which learning identity is more or less malleable. Finally, additional research is needed to explain how learners inte grate perceived sociocultural norms associated with their present and future identities to arrive at learning goals and how these perceptions influence the use of different learning strategies.
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From page 229...
... Learning across the life span  The committee advocates the creation of several large-scale pilot studies to create longitudinal databases that span learning experiences and outcomes from infancy to older adulthood. Similar in kind to health databases maintained in Iceland and Sweden, these databases will be an investment in future discovery and the goal of supporting lifelong learning, mental health, productivity, and informed citizenship.
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From page 230...
... Rapidly developing digital, electronic, and mechanical technologies offer promise for the accommodation of a broad set of learning disabilities, but more research is needed to better understand universal design for learning. Research Area 2:  The implications of the science of learning for the design of technology to support learning across the life span; the com plex interactions between characteristics of the learner, the content to be learned, and the learning environment; how technology may be influencing the nature of what people need to learn and the psychology of learners; and potential drawbacks.
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From page 231...
... For example, research is needed on the relative effectiveness of different types of virtual agents, agents with different degrees of domain-specific knowledge, and agents with and without adaptive features, in order to substantiate the utility of such agents in learning environments. Finally, with respect to learning technologies in the workplace, the committee finds that additional research is needed on the relative effectiveness of supporting embodied cognition through virtual or augmented reality technology and with sensor technologies that can detect nonverbal behaviors, compared to mental manipulation for learning in academic subject areas.
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Key Terms

  • people learn
  • learning outcomes
  • learning environments
  • lifelong learning
  • learning disabilities

  • learning environment
  • support learning
  • learning identity
  • understanding learning
  • study populations

  • life span
  • dynamic nature
  • laboratory science
  • current learning
  • digital learning

  • learning beyond
  • specific learning
  • learning include
  • informal learning
  • learning learning

  • learning goals
  • organize learning
  • learning effort
  • learning efforts
  • modify learning

  • learning sciences
  • human learning
  • particular learning
  • learning tasks
  • student learning


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