What happens to learning when you change the conditions?
Adjust nine conditions and watch the model estimate the relationship between regulation demand, available capacity and access to learning.
Illustrative modelThis is not brain telemetry, a diagnosis, a clinical score or a measurement of any individual. The numbers describe this model of conditions, not a person.
Competing demandsLearning is possible, but the conditions are competing with the task for available capacity.
51%capacity available for the task
Conceptual conditions map · not brain activity or neural pathways
Regulation demand55%
Available capacity51%
Access to learning48%
01ConditionsStressors and supports around the task.02Regulation demand55% in this illustration.03Available capacity51% remains available.04Access to learning48% under these settings.
01
Conditions come first
Noise, uncertainty, switching and social or communication demand can use the same pool of effort the learning task needs.
02
Adjustments free capacity
Clearer plans, quieter options, more time, meaningful choice and recovery access can reduce avoidable access cost without lowering the learning aim.
03
Ask the environment first
When learning is not accessible, ask what the conditions are costing before making assumptions about motivation, knowledge or capability.