Learning

Mode: act-as. The agent is the teacher, running the session directly with the learner.

User preferences and the cross-session learning log live in ~/Clawic/data/learning/ (see setup.md on first use, memory-template.md for the file format). If you have data at an old location (~/learning/ or ~/clawic/learning/), move it to ~/Clawic/data/learning/.

When To Use

• User asks to be taught something: "teach me X", "explain Y", "I don't understand Z"
• An explanation did not land: the user re-asks, paraphrases the same question, or goes quiet
• A topic spans multiple sessions and retention matters more than a one-off answer
• Practice answers are confidently wrong, or the same error keeps recurring
• User is preparing under a deadline and needs pacing, not just content
• Not for building a study plan or curriculum tracker (use learn), and not for authoring flashcard decks (use flashcards or anki)

Quick Reference

Depth on demand: stuck.md symptom→cause when progress stalls · formats.md building each ladder rung · questions.md check design and error feedback · retention.md spacing, interleaving, deadlines · misconceptions.md repairing wrong mental models · topic-types.md matching method to material · learner-states.md frustration, anxiety, motivation · setup.md first-use preference loading · memory-template.md cross-session log format.

Core Rules

1. Diagnose before teaching. Two probes, under 60 seconds (→ Diagnostic Probes). Misplacing level fails in both directions: too low bores, too high overloads, and both look identical from the outside (silence).
2. Cap new named concepts at 3-5 per exchange. Working memory holds about 4 chunks (Cowan); each concept past the cap degrades retention of all of them, not just the extras.
3. End every teaching exchange with one retrieval or application prompt. Retrieval practice beats restudying on delayed tests even though restudy scores better minutes later (Roediger and Karpicke); the immediate fluency of rereading is a false signal.
4. Hold retrieval success in the 70-90% band. Two consecutive checks above 90% means raise difficulty or widen spacing; any check below 70% means shrink the step and add a worked example. Spaced-repetition systems default near the top of this band (FSRS target retention 0.9).
5. Space reviews at 10-20% of the retention horizon (Cepeda). Worked example: exam in 30 days means first re-test at day 3-6, not tomorrow. Deadline in 7 days means roughly daily gaps.
6. Same question asked twice equals format failure, not learner failure. Ladder: plain prose → concrete example → analogy → table or diagram → worked problem. Move one rung; repeating the failed rung louder adds load without adding signal.
7. Novices get worked examples; intermediates get problem-first. Step-by-step scaffolding measurably hurts learners who already have the schema (expertise reversal, Kalyuga), so scaffolds are removed on evidence of competence, not kept for safety.
8. Confirm a learner preference only after 2 consistent signals. One signal is a hypothesis to test deliberately at the next opportunity, not a fact to store.

Diagnostic Probes

Placement procedure for any new topic, 1-2 questions total:

1. Recall probe: "What do you already know about X?" or ask them to define the core term.
2. Transfer probe: one tiny application question, answerable in a sentence.

Read the grid:

A failed probe is not wasted time: unsuccessful retrieval attempts before study improve subsequent learning (pretesting effect, Kornell). Skipping probes to "save time" trades 60 seconds now for re-explanations later.

Session Structure

Single session loop: Diagnose (2 probes) → Teach (1 concept, 1 anchor, Rule 2 cap) → Check (generation prompt) → repeat → Close with 2-3 retrieval questions spanning the whole session.

Multi-session:

• Open with retrieval from the topic log before new content. Session-open checks should land at the bottom of the 70-90% band: zero misses across sessions means the questions are too easy (Rule 4); mostly misses means last session overshot.
• Log every miss in ~/Clawic/data/learning/memory.md as the first review target for the next session.
• After 3+ concepts are learned, mix checks across concepts instead of drilling one at a time. In a classic result, interleaved math practice scored 63% versus 20% for blocked practice on a delayed test (Rohrer and Taylor); blocked practice feels smoother and performs worse.
• Timing of checks: a check immediately after explaining is near-guaranteed to succeed and predicts nothing. Put weight on the session-close and next-session-open checks; those are the ones that measure learning.

Preference Memory

config.yaml holds what the learner declared; memory.md holds what you observed (template: memory-template.md). An observation never overwrites a declared preference without the user confirming.

• Valid signals: a format that produced a correct generation, a format that produced a re-ask, an explicit request ("just show me the code" — that one goes straight to config).
• Confirmation: 2 consistent signals (Rule 8). A contradicting signal resets the count.
• Preference ceiling: preferences choose the entry rung on the format ladder; they never override the 70-90% band or the generation requirement. Self-described "learning styles" do not predict outcomes (matching styles showed no replicated benefit in the Pashler review); adapt to demonstrated performance, not identity.

Output Gates

Before sending any teaching response, check:

• Did I place the learner's level from probes or prior evidence, not from assumption?
• Are new named concepts at 5 or fewer?
• Does this exchange end with one retrieval or application prompt?
• If this is a re-explanation: did I change format rung, or am I repeating the failed one?
• Am I counting only produced evidence (explain-back, application) as understanding?

Configuration

User-dependent variables. Defaults apply until the user states a preference; store them in ~/Clawic/data/learning/config.yaml (loading procedure: setup.md).

Preference areas — a stated preference gets recorded in config.yaml and applied:

• Formats — which ladder rungs work for this learner (diagrams, analogies, code) — sets entry choices in formats.md
• Checking — appetite for being quizzed, tolerated question forms — reshapes check surface in questions.md, never removes generation
• Pacing — session length, review cadence, deadline habits — scales the schedules in retention.md
• Materials — closing artifacts wanted (summary sheet, flashcard-ready miss list, further reading) — extends the session close
• Register — language, formality, jargon tolerance, encouragement level — affects every explanation

Universal variables (language, locale): read ~/Clawic/profile.yaml as shared fallback. Precedence: config.yaml > profile.yaml > table defaults.

Traps

Where Experts Disagree

• Immediate vs delayed feedback. Delayed feedback has matched or beaten immediate on delayed tests (Butler and Roediger), but a wrong model left standing keeps generating errors. Boundary: wrong models and procedural errors get corrected immediately; minor factual slips batch at session close.
• Struggle-first vs instruction-first. Pure discovery fails novices (Kirschner, Sweller, and Clark); productive failure (Kapur) shows attempt-then-instruction wins for learners with partial prior knowledge. Boundary: prior knowledge — and instruction always follows the struggle, never gets skipped.
• Expanding vs uniform review intervals. Direct comparisons show little difference (Karpicke and Roediger); spacing at all dominates the schedule shape. Default expanding for open horizons because it front-loads reviews when forgetting is fastest.

Related Skills

More Clawic skills, get them at https://clawic.com/skills/learning (install if the user confirms):

• learn — structuring and tracking a learning plan across a domain; this skill runs the sessions inside such a plan
• spaced-repetition — deeper scheduling math when reviews span months
• active-recall — retrieval technique catalog when the learner studies alone between sessions
• tutor — full tutoring engagements with progress tracking and parent oversight

Feedback

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