How we work
Changing what you think and changing what you do
In shortLearning has several steps, from what the child believes to what they do, and it can stall at any one of them.
The idea
Learning goes through a sequence: what the child believes is right, how they notice they got it right, what action they choose, how they interpret what they are told, and what changes afterwards. Each step can be where things stop. A child may already understand what to do and keep doing the same thing, because changing the action is another step. And ‘ask for help when you are stuck’ only works if they can tell they are stuck.
What to try
- When something keeps happening, ask which step it may be stopping at.
- Practise the new response in easy situations before asking for it in hard ones.
- Help the child recognise the moment they are stuck (‘I noticed you stopped’).
The common mistake
Concluding ‘he knows but won’t’ because it has been explained many times.
Want to know more?
Start here
Short, plain pieces by the researchers and good writers.
Books
How memory and thinking work, and what that changes in teaching and studying.
See on Amazon ›Amazon links are affiliate links: if you buy, Bounded Uncertainty receives a small commission at no cost to you.
The science behind itHow strong the evidence is, the model, videos and references.
How strong the evidence is
Promising Good studies, but little tested with children at home or school, or the step to daily life is our interpretation.
References
- Vidal-Perez, J., Dolan, R. J., & Moran, R. (2026). Distinguishing learning asymmetry from perseveration in behavioural models. Nature Communications.
- Bryce, D., & Eberhart, J. (2026). Testing the dependency of metacognitive monitoring and executive functions in children. Metacognition and Learning.
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