Learning, memory,
and human agency.

I want to distinguish the reliability of a particular memory from the reliability of access to the knowledge. A learner may have more than one route available. I am asking how relationships, alternate representations, and external supports might strengthen those routes.

Questions guiding the work

• How do recall, recognition, reconstruction, and usable access differ?
• When do redundancy and alternate representations make knowledge more accessible?
• How can instruction strengthen relational and distributed pathways to knowledge?

The framework is in development. Its central hypothesis remains a question for investigation.

I compare cognitive and academic assessments with formative probes, progress monitoring, tutor observations, student performance, and response to instruction. Each source answers a different question. I use their points of agreement and disagreement to identify learning patterns and decide what to test or teach next.

I am particularly interested in the relationship between cognitive profiles and instructional access: decoding and reading development, working memory, attention, executive functioning, prerequisite knowledge, strategy transfer, and adaptive assessment.

Questions guiding the work

• What becomes clearer when assessment results are considered alongside actual performance and response to teaching?
• Which prerequisite, representation, or support changes a learner’s access to a task?
• How can progress monitoring guide the next instructional decision?

I explore how external records—journals, digital archives, structured databases, and AI-assisted retrieval systems—can support reconstruction and cumulative learning when ordinary autobiographical recall is incomplete or unreliable.

A stored record and an inspectable history serve different functions. I want to be able to see where information came from, what was inferred, what was corrected, and how the interpretation changed. Those distinctions matter when an archive supports memory and continuity over time.

Questions guiding the work

• How can external records support autobiographical reconstruction and continuity over time?
• How should a system preserve provenance—the source and history of a record—and subsequent corrections?
• What makes an archive useful for cumulative learning, beyond its ability to store or retrieve information?

I study how people make decisions within human–AI collaboration and creative practice: what they generate, select, revise, reject, and take responsibility for. My interests include distributed authorship, provenance, human adjudication, iterative generation and selection, and external memory systems.

In music, I am interested in what skilled practice involves when generation is one part of composition and production. Where does the person’s judgment change the work? How can that contribution be documented? These questions also inform my work on autonomy, governance, correction mechanisms, and responsible human oversight.

Questions guiding the work

• What kinds of musicianship and creative judgment emerge across generation, selection, composition, and production?
• How can a record of the process make human contributions and decisions visible?
• What enables people to inspect, correct, and retain meaningful authority over collaborative AI systems?