learning-as-an-adult

the impact of using LLMs on adults (particularly of a certain age) must be different to children, both in the sense of younger people haivng developing brains and minds, but also the era of growing up and the access to technology being different.

Context

adams-2025-AI-eroding-ability-to-study

Links

artists-the-only-adults-that-practice-imagination ?
oreilly-research-identity-threshold-concepts ?

Open Questions

How does this/can this factor into implementations or considerations for using LLMs in learning?

What are the key differences to types of learning in adults and in children?

How can the tools be shaped to not ‘shortcut’ learning, what examples exist currently?