{"id":3205404,"date":"2024-12-15T08:00:43","date_gmt":"2024-12-15T13:00:43","guid":{"rendered":"https:\/\/www.learningandthebrain.com\/blog\/?p=7969"},"modified":"2025-05-06T12:12:34","modified_gmt":"2025-05-06T17:12:34","slug":"early-thoughts-on-a-i-research-in-schools","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/early-thoughts-on-a-i-research-in-schools\/","title":{"rendered":"Early Thoughts on A.I. Research in Schools"},"content":{"rendered":"

I hope that one of my strengths as a blogger is: I know what I don’t know<\/em> — and I don’t write about those topics.<\/p>\n

While I DO know a lot about cognitive science — working memory, self-determination theory, retrieval practice — I DON’T know a lot about technology. And: I’m only a few miles into my own A.I.\u00a0journey; no doubt there will be thousands<\/em> of miles to go. (My first foray <\/a>along the ChatGPT path, back in February of this year, did not go well<\/em>…)<\/p>\n

\"A<\/a><\/p>\n

Recently I came across research that looks at A.I.’s potential benefits for studying<\/em>. Because I know studying research quite well, I feel confident enough to describe this particular\u00a0experiment and consider its implications for our work.<\/p>\n

But before I describe that study…<\/p>\n

Guiding Principles<\/h2>\n

Although I’m not a student of A.I., I AM a student of thinking. Few cognitive principles have proven more enduring than Dan Willingham’s immortal sentence: “memory is the residue of thought.”<\/p>\n

In other words, if teachers want students to\u00a0remember<\/strong> something, we must ensure that they\u00a0think<\/strong> about it.<\/p>\n

More specifically:<\/p>\n