Claims: B 2

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• Both GLAs significantly reduced dexterity errors over time; the between-group difference after the GLA was not significant after Bonferroni correction - Both GLAs significantly reduced dexterity errors over time; the between-group difference after the GLA was not significant after Bonferroni correction
• Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment - Both groups see societal benefit in experiential learning, but instructors weight societal good more heavily than students, whose reflections center on personal fulfillment
• Both groups showed large sustained five-week gains in AI engagement - Both groups showed large sustained five-week gains in AI engagement
• Both hand-movement and whole-body teaching improve naming of conditional letter-sounds post-intervention; the hand-movement advantage persists at retention - Both hand-movement and whole-body teaching improve naming of conditional letter-sounds post-intervention; the hand-movement advantage persists at retention
• Both high- and low-prior-achieving students benefited from high-quality assignments, with math favoring low achievers and reading favoring high achievers - Both high- and low-prior-achieving students benefited from high-quality assignments, with math favoring low achievers and reading favoring high achievers
• Both hint conditions took more time-on-task than control, but ChatGPT and human tutor conditions did not differ in session time - Both hint conditions took more time-on-task than control, but ChatGPT and human tutor conditions did not differ in session time
• Both HSGPA and ACT scores leave large high school effects on college graduation unexplained, which the study recommends measuring and publishing directly - Both HSGPA and ACT scores leave large high school effects on college graduation unexplained, which the study recommends measuring and publishing directly
• Both HSGPA and ACT strongly predict four-year college enrollment and enrollment in colleges with strong graduation rates - Both HSGPA and ACT strongly predict four-year college enrollment and enrollment in colleges with strong graduation rates
• Both inadequate responder groups show more teacher-rated attention problems and lower self-reported self-efficacy than typical readers - Both inadequate responder groups show more teacher-rated attention problems and lower self-reported self-efficacy than typical readers
• Both included studies report high-fidelity implementation of eMINTS - Both included studies report high-fidelity implementation of eMINTS
• Both information-only and imagined-contact-only interventions were tested against a control for improving attitudes toward peers with disabilities - Both information-only and imagined-contact-only interventions were tested against a control for improving attitudes toward peers with disabilities
• Both institutional and course-level guidance emphasize transparency and acknowledging or citing GenAI use, with 83% of syllabi providing explicit citation guidance - Both institutional and course-level guidance emphasize transparency and acknowledging or citing GenAI use, with 83% of syllabi providing explicit citation guidance
• Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group - Both instructional conditions produced statistically significant pre-test to post-test gains in NOS and SK views, with larger effect sizes in the experimental group
• Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group - Both instructional groups improved significantly from pre-test to post-test, with larger gains in the generative AI-supported group
• Both instructor and AI-generated feedback were perceived positively, with instructor feedback rated higher descriptively on all four perception dimensions - Both instructor and AI-generated feedback were perceived positively, with instructor feedback rated higher descriptively on all four perception dimensions
• Both intervention conditions unexpectedly increased students' perceived cost relative to control - Both intervention conditions unexpectedly increased students' perceived cost relative to control
• Both intervention versions raise declarative metacognitive knowledge about retrieval practice equally, and this knowledge declines over three weeks regardless of version - Both intervention versions raise declarative metacognitive knowledge about retrieval practice equally, and this knowledge declines over three weeks regardless of version
• Both item-level and test-level analyses indicate the MAP Growth measurement scales are remaining stable - Both item-level and test-level analyses indicate the MAP Growth measurement scales are remaining stable
• Both knowledge-constituting and knowledge-transforming processes are required for effective writing - Both knowledge-constituting and knowledge-transforming processes are required for effective writing
• Both learner groups were more successful on listening tasks requiring local understanding than on tasks requiring integration of information or inference - Both learner groups were more successful on listening tasks requiring local understanding than on tasks requiring integration of information or inference
• Both learners perceived they were expected to talk more in American university English classes than in Japanese university classes - Both learners perceived they were expected to talk more in American university English classes than in Japanese university classes
• Both lecture time and independent study time show a seven-day weekly rhythm, with lecture time peaking midweek and approaching zero on weekends - Both lecture time and independent study time show a seven-day weekly rhythm, with lecture time peaking midweek and approaching zero on weekends
• Both LLM rewrite styles were rated less authoritative than standard interpreter messages - Both LLM rewrite styles were rated less authoritative than standard interpreter messages
• Both male and female students show statistically significant medium-sized gains in AI knowledge and confidence after a one-day AI literacy workshop - Both male and female students show statistically significant medium-sized gains in AI knowledge and confidence after a one-day AI literacy workshop
• Both maltreated and nonmaltreated adolescents are less accurate on no go trials than go trials, with a large trial-type effect - Both maltreated and nonmaltreated adolescents are less accurate on no go trials than go trials, with a large trial-type effect
• Both MCAS and PARCC assessment scores predict college readiness, with similar validity in predicting college grades - Both MCAS and PARCC assessment scores predict college readiness, with similar validity in predicting college grades
• Both memory-specific and non-memory cognitive questions show similar associations with racism exposure - Both memory-specific and non-memory cognitive questions show similar associations with racism exposure
• Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach - Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach
• Both models target Higher Bloom levels far more accurately than Lower levels, with the general model outperforming the coder model upward - Both models target Higher Bloom levels far more accurately than Lower levels, with the general model outperforming the coder model upward
• Both mothers' and fathers' tested math skills significantly predict children's arithmetic fluency in Grade 1, and fathers' skills remain a significant predictor of Grade 2 arithmetic fluency - Both mothers' and fathers' tested math skills significantly predict children's arithmetic fluency in Grade 1, and fathers' skills remain a significant predictor of Grade 2 arithmetic fluency
• Both nonsymbolic and symbolic magnitude comparison skills longitudinally predict mathematical achievement above and beyond IQ and working memory - Both nonsymbolic and symbolic magnitude comparison skills longitudinally predict mathematical achievement above and beyond IQ and working memory
• Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers - Both novice and expert teachers state valid behavioral cues when inferring student profiles, but novices rely more on salient cues such as hand raising and quality of answers
• Both number system knowledge and estimation uniquely account for variance in all three third-grade arithmetic skills independently of each other and of domain-general factors - Both number system knowledge and estimation uniquely account for variance in all three third-grade arithmetic skills independently of each other and of domain-general factors
• Both numerical magnitude processing tasks correlate positively with arithmetic fact retrieval, more strongly for symbolic - Both numerical magnitude processing tasks correlate positively with arithmetic fact retrieval, more strongly for symbolic
• Both numerical training conditions improve magnitude processing more than a story-understanding control condition - Both numerical training conditions improve magnitude processing more than a story-understanding control condition
• Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions - Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions
• Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles - Both open and assisting self-explanation prompts foster procedural knowledge when learning with multiple representations, an effect mediated by self-explanations directed to domain principles
• Both overt and covert retrieval practice outperform restudy when practice and test match (the testing effect) - Both overt and covert retrieval practice outperform restudy when practice and test match (the testing effect)
• Both partnered and comparison groups advanced in individual dialogic argument skills, demonstrating transfer of higher-order skills from social to individual level - Both partnered and comparison groups advanced in individual dialogic argument skills, demonstrating transfer of higher-order skills from social to individual level
• Both pedagogy-expertise-weighted and unanimous-vote ensembles frequently worsen LLM alignment with student learning - Both pedagogy-expertise-weighted and unanimous-vote ensembles frequently worsen LLM alignment with student learning
• Both performance-oriented goals and effort minimization motivate offloading, and effort's effect disappears when performance monitoring is considered simultaneously - Both performance-oriented goals and effort minimization motivate offloading, and effort's effect disappears when performance monitoring is considered simultaneously
• Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy - Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy
• Both preclass (g = 0.186) and postclass (g = 0.536) quizzes enhance learning, with postclass quizzes more effective; benefits increase with treatment duration. - Both preclass (g = 0.186) and postclass (g = 0.536) quizzes enhance learning, with postclass quizzes more effective; benefits increase with treatment duration.
• Both prior performance flags and the machine learning algorithm are less accurate when predicting outcomes for students who are Black - Both prior performance flags and the machine learning algorithm are less accurate when predicting outcomes for students who are Black
• Both procedural and descriptive writing scores improved significantly after GBSRI - Both procedural and descriptive writing scores improved significantly after GBSRI
• Both PSD dimensions explain variance in study engagement and subjective well-being beyond core self-evaluations and PsyCap, with designing competition contributing most to engagement - Both PSD dimensions explain variance in study engagement and subjective well-being beyond core self-evaluations and PsyCap, with designing competition contributing most to engagement
• Both publication year and journal five-year impact factor statistically significantly predict adherence to intensive longitudinal reporting guidelines - Both publication year and journal five-year impact factor statistically significantly predict adherence to intensive longitudinal reporting guidelines
• Both reactive and proactive aggression correlate positively with mild deviance, serious deviance, self-disclosure, and loyalty among high school girls - Both reactive and proactive aggression correlate positively with mild deviance, serious deviance, self-disclosure, and loyalty among high school girls
• Both receptive and expressive vocabulary correlate with number-word knowledge independent of age, replicating Experiment 1. - Both receptive and expressive vocabulary correlate with number-word knowledge independent of age, replicating Experiment 1.
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL - Both regulation of task performance and regulation of the collaboration process are important for effective CSCL
• Both reward models converge rapidly, reaching stable Hit@k performance around 200–250 training steps and above-baseline Hit@3 within about 50 steps - Both reward models converge rapidly, reaching stable Hit@k performance around 200–250 training steps and above-baseline Hit@3 within about 50 steps
• Both RL stages are needed: removing DPO and GRPO training causes the largest performance drop in student simulation - Both RL stages are needed: removing DPO and GRPO training causes the largest performance drop in student simulation
• Both SEMA subscales — numerical and situational anxiety — are equally negatively related to math achievement - Both SEMA subscales — numerical and situational anxiety — are equally negatively related to math achievement
• Both sense of belonging and intentions to persist decline over the first academic year - Both sense of belonging and intentions to persist decline over the first academic year
• Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction - Both sequencing groups improved in conceptual and procedural knowledge, with no significant group-by-time interaction
• Both SRL intervention modes produced higher course exit quiz scores than control in a programming MOOC - Both SRL intervention modes produced higher course exit quiz scores than control in a programming MOOC
• Both stepwise constructive-conflict guidance and the antagonistic agent led novice designers to reconsider what makes a design effective more than unsupported self-reflection - Both stepwise constructive-conflict guidance and the antagonistic agent led novice designers to reconsider what makes a design effective more than unsupported self-reflection
• Both structuring and problematizing avatar scaffolds raise elementary students' metacognitive knowledge relative to no scaffolding - Both structuring and problematizing avatar scaffolds raise elementary students' metacognitive knowledge relative to no scaffolding
• Both students and teachers believe AI cannot capture social dynamics and emotional feelings, but only teachers additionally feared AI use would reduce interpersonal interactions in class - Both students and teachers believe AI cannot capture social dynamics and emotional feelings, but only teachers additionally feared AI use would reduce interpersonal interactions in class
• Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects - Both studies of Fast ForWord in the alphabetics domain showed indeterminate effects, with no statistically significant or substantively important effects
• Both symbolic and nonsymbolic magnitude processing correlate with subtraction accuracy, but subtraction speed is associated only with symbolic tasks - Both symbolic and nonsymbolic magnitude processing correlate with subtraction accuracy, but subtraction speed is associated only with symbolic tasks
• Both systems were usable with no significant differences in technical difficulties, practicality, or reading of messages - Both systems were usable with no significant differences in technical difficulties, practicality, or reading of messages
• Both teachers and administrators report REACH increased their levels of stress and anxiety - Both teachers and administrators report REACH increased their levels of stress and anxiety
• Both teachers and students preferred collaboration to begin when students signaled readiness rather than giving students full control over timing. - Both teachers and students preferred collaboration to begin when students signaled readiness rather than giving students full control over timing.
• Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis - Both teachers remained peripherally active and concentrated their contributions on tutoring, with the experienced teacher also acting as a learner on an equal basis
• Both text incongruency and knowledge inaccuracy produce increased reading times on target sentences - Both text incongruency and knowledge inaccuracy produce increased reading times on target sentences
• Both the competence test and the cognitive load ratings fit two-dimensional Rasch models significantly better than unidimensional models, supporting separate modeling of the two load dimensions - Both the competence test and the cognitive load ratings fit two-dimensional Rasch models significantly better than unidimensional models, supporting separate modeling of the two load dimensions
• Both the course and the assistant increase behavioral engagement, measured as characters written per journaling prompt - Both the course and the assistant increase behavioral engagement, measured as characters written per journaling prompt
• Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking - Both the GenAI-permitted and control groups improved significantly in instructional design performance and AI readiness over the course, but not in SRL or critical thinking
• Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies - Both the heterogeneity simulation and the heterogeneity text increased pre-service teachers' beliefs about responding to university students' heterogeneity in both studies
• Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15) - Both the quantity and the quality of metacognitive skills in math increase between the second and third year of secondary education (ages 13–15)
• Both too much and too little epistemic distancing can shut down group discussion - Both too much and too little epistemic distancing can shut down group discussion
• Both transformational and servant leadership are negatively associated with workplace harassment among university teachers - Both transformational and servant leadership are negatively associated with workplace harassment among university teachers
• Both treatment and comparison students scored below the 7th-grade national norm on average, and bottom-quartile treatment students remained below the national average despite relative gains - Both treatment and comparison students scored below the 7th-grade national norm on average, and bottom-quartile treatment students remained below the national average despite relative gains
• Both treatment groups improved near within domain transfer, but the One Model Group's benefit depended on having a content-expert teacher while the Two Models Group's did not - Both treatment groups improved near within domain transfer, but the One Model Group's benefit depended on having a content-expert teacher while the Two Models Group's did not
• Both treatment groups significantly improved climate explanatory knowledge, with no reliable condition or teacher-expertise differences - Both treatment groups significantly improved climate explanatory knowledge, with no reliable condition or teacher-expertise differences
• Both treatment groups significantly improved complex systems explanatory knowledge, and students taught by the content-expert teacher learned more than those taught by less expert teachers - Both treatment groups significantly improved complex systems explanatory knowledge, and students taught by the content-expert teacher learned more than those taught by less expert teachers
• Both workshops proposed a dual assessment approach combining controlled AI-free testing and open AI-allowed assignments - Both workshops proposed a dual assessment approach combining controlled AI-free testing and open AI-allowed assignments
• Both younger and older teachers are more likely to depart than middle-aged teachers - Both younger and older teachers are more likely to depart than middle-aged teachers
• Bottom Line increases enrollment in a four-year college among low-income high school students - Bottom Line increases enrollment in a four-year college among low-income high school students
• Bottom Line increases progression in college (continuous enrollment for three semesters after high school) - Bottom Line increases progression in college (continuous enrollment for three semesters after high school)
• Bottom-quartile SES students show greater progress than top-quartile students when young, but the pattern reverses at older ages - Bottom-quartile SES students show greater progress than top-quartile students when young, but the pattern reverses at older ages
• Boundary cases: at least one non-technical client felt overwhelmed by multi-tool complexity, and a subset of surveyed students deliberately rejected AI use, framing the framework as serving the tentatively open - Boundary cases: at least one non-technical client felt overwhelmed by multi-tool complexity, and a subset of surveyed students deliberately rejected AI use, framing the framework as serving the tentat
• Boundary compliance (S3) drives nearly all inter-model safety divergence, with a 53-point gap between the safest and least safe models - Boundary compliance (S3) drives nearly all inter-model safety divergence, with a 53-point gap between the safest and least safe models
• Boundary conditions on verification and reliance include prior knowledge, learner characteristics, task stakes, verifiability, costs, accountability, AI system configuration, and multidimensional AI literacy - Boundary conditions on verification and reliance include prior knowledge, learner characteristics, task stakes, verifiability, costs, accountability, AI system configuration, and multidimensional AI l
• Boundary conditions: explicit relation-focused instructions and no access to products during judgment are needed for mapping and drawing to improve monitoring accuracy - Boundary conditions: explicit relation-focused instructions and no access to products during judgment are needed for mapping and drawing to improve monitoring accuracy
• Boundary conditions: some biases fit the two meta-biases only with argument or for some subgroups - Boundary conditions: some biases fit the two meta-biases only with argument or for some subgroups
• Boundary spanning perceptions and actions are critical mechanisms for productive divergent collaboration - Boundary spanning perceptions and actions are critical mechanisms for productive divergent collaboration
• Boundary-crossing mechanisms unfold sequentially across levels, and broker centrality creates an involvement paradox
• Bounded AI support outperformed open collaboration on all four Week 8 independent no-AI outcomes, though exact wild-cluster p values sat at the 0.050–0.063 boundary - Bounded AI support outperformed open collaboration on all four Week 8 independent no-AI outcomes, though exact wild-cluster p values sat at the 0.050–0.063 boundary
• Boys and girls do not differ in the type of mental models of the day and night cycle they hold - Boys and girls do not differ in the type of mental models of the day and night cycle they hold
• Boys and girls show comparable spatial language use at 24 and 48 months during structured DUPLO play - Boys and girls show comparable spatial language use at 24 and 48 months during structured DUPLO play
• Boys are disproportionately represented among students designated as LTEL7 in California (56% vs. 51% of other ever-ELs) - Boys are disproportionately represented among students designated as LTEL7 in California (56% vs.
• Boys are more likely than girls to be reported as bullied in preadolescence - Boys are more likely than girls to be reported as bullied in preadolescence
• Boys are more likely than girls to rank at both the top and the bottom of the grade scale, supporting greater variability of excellence among boys - Boys are more likely than girls to rank at both the top and the bottom of the grade scale, supporting greater variability of excellence among boys
• Boys hold advantages on all spatial measures while girls are more attentive in classroom settings - Boys hold advantages on all spatial measures while girls are more attentive in classroom settings
• Boys in both Turkish and British samples spend more time playing videogames than girls - Boys in both Turkish and British samples spend more time playing videogames than girls
• Boys outperform girls on algebra word problems, function mapping, equation memory, and arithmetic fluency, with no sex differences on other mathematics measures - Boys outperform girls on algebra word problems, function mapping, equation memory, and arithmetic fluency, with no sex differences on other mathematics measures
• Boys outperform girls on graphics tasks classified as Axis and Map graphical languages - Boys outperform girls on graphics tasks classified as Axis and Map graphical languages
• Boys outperform girls on the final two-digit number test in this sample - Boys outperform girls on the final two-digit number test in this sample
• Boys rate their mathematics ability under challenge significantly higher than girls at every level of observed mathematics ability, including the highest (p < 0.001) - Boys rate their mathematics ability under challenge significantly higher than girls at every level of observed mathematics ability, including the highest (p < 0.001)
• Boys read for leisure and enjoy reading less than girls, but no sex differences appear in mental imagery - Boys read for leisure and enjoy reading less than girls, but no sex differences appear in mental imagery
• Boys received more process praise and scored higher in 4th grade math than girls in this sample - Boys received more process praise and scored higher in 4th grade math than girls in this sample
• Boys received significantly more process praise than girls, despite equal overall praise - Boys received significantly more process praise than girls, despite equal overall praise
• Boys regain the advantage in middle school STEM skills in post-COVID gender achievement gap trends - Boys regain the advantage in middle school STEM skills in post-COVID gender achievement gap trends
• Boys report more frequent classroom discipline problems than girls in language classes - Boys report more frequent classroom discipline problems than girls in language classes
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement - Boys responded faster than girls on the test, but the response-time difference did not affect achievement
• Boys scored significantly higher than girls on IQ in the sample (p=.001) - Boys scored significantly higher than girls on IQ in the sample (p=.001)
• Boys show greater fitness and physical activity than girls, but academic achievement does not differ by sex in this sample - Boys show greater fitness and physical activity than girls, but academic achievement does not differ by sex in this sample
• Boys taught by synthetic phonics showed better word reading than girls in their classes, with spelling and reading comprehension as good as the girls' - Boys taught by synthetic phonics showed better word reading than girls in their classes, with spelling and reading comprehension as good as the girls'
• Boys, African American, and Hispanic children, and children with disabilities are disproportionately excluded from early care and education settings, though few studies computed disproportionality. - Boys, African American, and Hispanic children, and children with disabilities are disproportionately excluded from early care and education settings, though few studies computed disproportionality.
• Brain connectivity during essay writing systematically scales down with the amount of external support, with Brain-only strongest, Search Engine intermediate, and LLM weakest - Brain connectivity during essay writing systematically scales down with the amount of external support, with Brain-only strongest, Search Engine intermediate, and LLM weakest
• Brain drain is a prominent critique of human capital scholarships: graduates may take needed skills elsewhere - Brain drain is a prominent critique of human capital scholarships: graduates may take needed skills elsewhere
• Brain games produce statistically significant cognitive performance gains in older adults, but gains are modest and do not detect improvements over control tasks or produce far transfer - Brain games produce statistically significant cognitive performance gains in older adults, but gains are modest and do not detect improvements over control tasks or produce far transfer
• Brain-to-LLM participants showed higher neural connectivity than the LLM group's sessions 1-3, with a network-wide spike in alpha, beta, theta, and delta band directed connectivity - Brain-to-LLM participants showed higher neural connectivity than the LLM group's sessions 1-3, with a network-wide spike in alpha, beta, theta, and delta band directed connectivity
• Brandt et al. (2013) finds a statistically significant positive effect of eMINTS on seventh- and eighth-grade mathematics achievement - Brandt et al.
• Breakfast consumption shows a mainly positive effect on on-task behavior in the classroom in children - Breakfast consumption shows a mainly positive effect on on-task behavior in the classroom in children
• Brick-and-mortar Idaho charter students show stronger growth than average TPS students in both subjects - Brick-and-mortar Idaho charter students show stronger growth than average TPS students in both subjects
• Bridging macrosocial theories of cultural learning to microanalytic details of situated learning activity is a central theoretical challenge - Bridging macrosocial theories of cultural learning to microanalytic details of situated learning activity is a central theoretical challenge
• Bridging projects that provide exposure to secondary school teachers and environments during Year 6, with continuity into Year 7, appeared effective in easing transitions - Bridging projects that provide exposure to secondary school teachers and environments during Year 6, with continuity into Year 7, appeared effective in easing transitions
• Brief expressive writing before an exam can raise test-anxious students' scores, but across the wider literature its effect on test performance is negligible
• Brief naturalistic concern text associates with within-person variation in wearable-derived sleep and physical activity outcomes across a full academic year, even at a median response length of three words - Brief naturalistic concern text associates with within-person variation in wearable-derived sleep and physical activity outcomes across a full academic year, even at a median response length of three
• Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance - Brief online growth-mindset interventions produce modest academic gains concentrated among students at risk of underperformance
• Brief practice on non-symbolic approximate numerical addition or comparison tasks speeds subsequent exact symbolic arithmetic in first graders compared with non-numerical magnitude tasks - Brief practice on non-symbolic approximate numerical addition or comparison tasks speeds subsequent exact symbolic arithmetic in first graders compared with non-numerical magnitude tasks
• Brief pre-class exercise selectively enhanced mathematics-specific inhibitory control while domain-general interference control (Flanker) showed no reliable change, per Zhang et al. (2026) - Brief pre-class exercise selectively enhanced mathematics-specific inhibitory control while domain-general interference control (Flanker) showed no reliable change, per Zhang et al.
• Brief social-belonging interventions improve academic outcomes and well-being, especially for students facing identity threat, but risk being used to fix students rather than structures - Brief social-belonging interventions improve academic outcomes and well-being, especially for students facing identity threat, but risk being used to fix students rather than structures
• Bright Beginnings shows a substantively important positive effect on the TERA-3 print knowledge measure (effect size 0.32) but no discernible effect on the print knowledge domain overall - Bright Beginnings shows a substantively important positive effect on the TERA-3 print knowledge measure (effect size 0.32) but no discernible effect on the print knowledge domain overall
• Bright Beginnings shows no discernible effects on preschool math (domain average effect size 0.07, not statistically significant) - Bright Beginnings shows no discernible effects on preschool math (domain average effect size 0.07, not statistically significant)
• Bright Beginnings shows no discernible effects on preschool oral language (domain average effect size 0.15, not statistically significant) - Bright Beginnings shows no discernible effects on preschool oral language (domain average effect size 0.15, not statistically significant)
• Bright Beginnings shows no discernible effects on preschool phonological processing (effect size -0.08, not statistically significant) - Bright Beginnings shows no discernible effects on preschool phonological processing (effect size -0.08, not statistically significant)
• Brighter pupils tend to work below capacity: the authors argue the greatest wastage exists among the brightest children, who may keep up to group averages while working under their ability - Brighter pupils tend to work below capacity: the authors argue the greatest wastage exists among the brightest children, who may keep up to group averages while working under their ability
• Brilliance cues reduce stigmatized students' interest and intrinsic motivation, with effects emerging by age 6–7 and persisting into adulthood - Brilliance cues reduce stigmatized students' interest and intrinsic motivation, with effects emerging by age 6–7 and persisting into adulthood
• Brilliance stereotypes associating brilliance with boys, higher-SES, and White children emerge by age 6 - Brilliance stereotypes associating brilliance with boys, higher-SES, and White children emerge by age 6
• Brilliance-oriented contexts heighten anxiety among intellectually stigmatized students - Brilliance-oriented contexts heighten anxiety among intellectually stigmatized students
• Bringing out the necessary pattern of variation and invariance in the learning situation enhances the likelihood that the object of learning is appropriated - Bringing out the necessary pattern of variation and invariance in the learning situation enhances the likelihood that the object of learning is appropriated
• Brinley analysis of accuracy reveals two distinct functions differing in intercept for storage-only versus storage-plus-processing tasks, corroborating a disproportionate processing cost - Brinley analysis of accuracy reveals two distinct functions differing in intercept for storage-only versus storage-plus-processing tasks, corroborating a disproportionate processing cost
• British children spend more daily time on videogames while Turkish children spend more on traditional games - British children spend more daily time on videogames while Turkish children spend more on traditional games
• British empirical research concluded that students do not naturally progress in historical understanding with age but progress because of targeted instruction designed to support it - British empirical research concluded that students do not naturally progress in historical understanding with age but progress because of targeted instruction designed to support it
• Broad advisor caseloads may have limited the effectiveness of the GEAR UP messaging by preventing college-specific guidance - Broad advisor caseloads may have limited the effectiveness of the GEAR UP messaging by preventing college-specific guidance
• Broad retrieval ability has a large effect on creative metaphor quality (β = .52) - Broad retrieval ability has a large effect on creative metaphor quality (β = .52)
• Broda et al. (2018) found indeterminate effects on GPA, full-time enrollment, and credits completed in a large randomized trial - Broda et al.
• Bronxdale students outperformed comparison-group, borough, and city high schools on graduation rates and on-track credit indicators in 2017–18 - Bronxdale students outperformed comparison-group, borough, and city high schools on graduation rates and on-track credit indicators in 2017–18
• Bronxdale students' postsecondary enrollment within 6 months of graduation (60%) exceeded borough (51%) and comparison-group (52%) rates and slightly exceeded the citywide average (59%) - Bronxdale students' postsecondary enrollment within 6 months of graduation (60%) exceeded borough (51%) and comparison-group (52%) rates and slightly exceeded the citywide average (59%)
• Broward College LINCS students showed statistically significant increases in employment (3.3 percent) and earnings (5.2 percent) since enrolling, but these gains cannot be attributed to the LINCS program because estimated impacts were not statistically significant - Broward College LINCS students showed statistically significant increases in employment (3.3 percent) and earnings (5.2 percent) since enrolling, but these gains cannot be attributed to the LINCS prog
• Browsing term lists (selection mode) helps searchers who do not know the exact query term - Browsing term lists (selection mode) helps searchers who do not know the exact query term
• BTA implementation data are often partial, inconsistent, or unreliable, hindering accountability at scale - BTA implementation data are often partial, inconsistent, or unreliable, hindering accountability at scale
• Budget cuts reduced North Carolina's teaching force by 5 percent from 2009 to 2018 even as enrollment grew, with rural districts losing more than 20 percent of teachers in a single year and 1,621 unfilled vacancies in 2017-18 - Budget cuts reduced North Carolina's teaching force by 5 percent from 2009 to 2018 even as enrollment grew, with rural districts losing more than 20 percent of teachers in a single year and 1,621 unfi
• Builders' perceived control, satisfaction, and perceived quality show no detectable association with their measured visual atypicality, so convergence goes unnoticed from the inside - Builders' perceived control, satisfaction, and perceived quality show no detectable association with their measured visual atypicality, so convergence goes unnoticed from the inside
• Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding - Building a strong learning climate by supporting and guiding teacher collaboration around common goals is highlighted as a key finding
• Building Blocks for Math has positive effects on preschool mathematics achievement according to the WWC - Building Blocks for Math has positive effects on preschool mathematics achievement according to the WWC
• Building Blocks for Math outperformed Pre-K Mathematics with DLM Express in a head-to-head comparison on the Early Mathematics Assessment - Building Blocks for Math outperformed Pre-K Mathematics with DLM Express in a head-to-head comparison on the Early Mathematics Assessment
• Building Blocks has a potentially positive effect on preschool mathematics achievement, with a pooled effect size of 0.58 across three studies meeting WWC standards - Building Blocks has a potentially positive effect on preschool mathematics achievement, with a pooled effect size of 0.58 across three studies meeting WWC standards
• Building Decision Skills combined with service learning has potentially positive effects on high school students' knowledge, attitudes, and values - Building Decision Skills combined with service learning has potentially positive effects on high school students' knowledge, attitudes, and values
• Building Decision Skills plus service learning showed no statistically significant effects on self-esteem, general social responsibility, or anticipated community participation - Building Decision Skills plus service learning showed no statistically significant effects on self-esteem, general social responsibility, or anticipated community participation
• Building Decision Skills plus service learning significantly improved twelfth-graders' ethical perspective relative to a no-character-education comparison - Building Decision Skills plus service learning significantly improved twelfth-graders' ethical perspective relative to a no-character-education comparison
• Building educator capacity to use performance assessments in practice is a repeated finding for implementing performance assessments in accountability systems - Building educator capacity to use performance assessments in practice is a repeated finding for implementing performance assessments in accountability systems
• Building Empathy Improves Intergroup Attitudes
• Building extensive, well-organized domain knowledge may enhance functional use of intelligence in novel problems - Building extensive, well-organized domain knowledge may enhance functional use of intelligence in novel problems
• Building the concept map supported teachers' reflection, helping them synthesize what students should learn and iterate on their plans - Building the concept map supported teachers' reflection, helping them synthesize what students should learn and iterate on their plans
• Bulk negotiation with the Kahoot! provider reduced the per-teacher price from $149.99 to $44.60, saving the district over $25,000 on licenses - Bulk negotiation with the Kahoot!
• Bullied adolescents are about half as likely to reach the national academic achievement benchmark for their age group two years later - Bullied adolescents are about half as likely to reach the national academic achievement benchmark for their age group two years later
• Bullied boys show greater behavioral problems than bullied girls in withdrawn/depressed, social, thought, and aggression domains - Bullied boys show greater behavioral problems than bullied girls in withdrawn/depressed, social, thought, and aggression domains
• Bullied children with NSSI or suicidality show greater behavioral problems and poorer grades than bullied children without these behaviors - Bullied children with NSSI or suicidality show greater behavioral problems and poorer grades than bullied children without these behaviors
• Bullied girls show lower episodic memory and crystallized composite cognitive scores than non-bullied girls - Bullied girls show lower episodic memory and crystallized composite cognitive scores than non-bullied girls
• Bullied preadolescent children have lower cognitive scores than non-bullied peers - Bullied preadolescent children have lower cognitive scores than non-bullied peers
• Bullied preadolescent children have poorer academic grades than non-bullied peers - Bullied preadolescent children have poorer academic grades than non-bullied peers
• Bullied preadolescent children show greater behavioral problems across CBCL domains than non-bullied peers - Bullied preadolescent children show greater behavioral problems across CBCL domains than non-bullied peers
• Bullied preadolescents have larger right hippocampal volumes than matched non-bullied peers, but this does not mediate cognition - Bullied preadolescents have larger right hippocampal volumes than matched non-bullied peers, but this does not mediate cognition
• Bullied preadolescents score lower than matched non-bullied peers on reading, processing speed, and inhibitory control/attention over two years - Bullied preadolescents score lower than matched non-bullied peers on reading, processing speed, and inhibitory control/attention over two years
• Bullied preadolescents show larger cortical volumes in left entorhinal, left superior parietal, and right fusiform regions than matched non-bullied peers - Bullied preadolescents show larger cortical volumes in left entorhinal, left superior parietal, and right fusiform regions than matched non-bullied peers
• Bullied preadolescents show thinner cortices in left-hemisphere temporal, precentral, and right rostral middle frontal regions, and precentral thinning mediates 7% of the bullying effect on inhibitory control/attention - Bullied preadolescents show thinner cortices in left-hemisphere temporal, precentral, and right rostral middle frontal regions, and precentral thinning mediates 7% of the bullying effect on inhibitory
• Bullock (2005) RCT found no statistically significant Accelerated Reader effects on comprehension (STAR and 4J Vocabulary) - Bullock (2005) RCT found no statistically significant Accelerated Reader effects on comprehension (STAR and 4J Vocabulary)
• Bullock (2005) RCT found no statistically significant Accelerated Reader effects on reading fluency (DIBELS Oral Reading Fluency) - Bullock (2005) RCT found no statistically significant Accelerated Reader effects on reading fluency (DIBELS Oral Reading Fluency)
• Bully group children complete the Stroop color-word card faster than victim and bully-victim children - Bully group children complete the Stroop color-word card faster than victim and bully-victim children
• Bully group children make more unfavorable Deck A choices on the Iowa Gambling Task than bully-victim children - Bully group children make more unfavorable Deck A choices on the Iowa Gambling Task than bully-victim children
• Bullying involvement is associated with lower academic achievement (pooled OR = 0.61) - Bullying involvement is associated with lower academic achievement (pooled OR = 0.61)
• Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem - Bullying involvement is associated with lower cognitive-motivational factors, especially engagement, motivation and self-esteem
• Bullying predicts depressive symptoms two years later for boys but not for girls - Bullying predicts depressive symptoms two years later for boys but not for girls
• Bullying was not associated with lower academic achievement among adolescents with moderate family support, unlike those with high or low support, in a weakly supported interaction - Bullying was not associated with lower academic achievement among adolescents with moderate family support, unlike those with high or low support, in a weakly supported interaction
• Bundling multiple interventions is associated with relatively strong effects on developmental students' outcomes - Bundling multiple interventions is associated with relatively strong effects on developmental students' outcomes
• Bures, Abrami and Schmid's empirical analysis argues that multiple forms of scaffolding may interfere with each other and that labeling should be designed flexibly to match existing structure - Bures, Abrami and Schmid's empirical analysis argues that multiple forms of scaffolding may interfere with each other and that labeling should be designed flexibly to match existing structure
• Burnout and work engagement are the strongest correlates of teacher wellbeing - Burnout and work engagement are the strongest correlates of teacher wellbeing
• Burnout dimensions (exhaustion and disengagement) negatively predict future teacher self-efficacy at adjacent time points - Burnout dimensions (exhaustion and disengagement) negatively predict future teacher self-efficacy at adjacent time points
• Burnout is the strongest predictor of principals' motivation to quit and mediates other predictors - Burnout is the strongest predictor of principals' motivation to quit and mediates other predictors
• Burnout predicts dropout intentions both cross-sectionally and over time in longitudinal studies - Burnout predicts dropout intentions both cross-sectionally and over time in longitudinal studies
• Burnout significantly predicts actual dropout behavior in the small number of studies measuring it directly - Burnout significantly predicts actual dropout behavior in the small number of studies measuring it directly
• Business cycle fluctuations have non-linear impacts on female graduate school enrollment - Business cycle fluctuations have non-linear impacts on female graduate school enrollment
• Business sector only weakly explains which visual archetype a vibe-coded site receives, and sector is not significantly associated with per-site originality - Business sector only weakly explains which visual archetype a vibe-coded site receives, and sector is not significantly associated with per-site originality
• Business Writing students valued AI feedback for higher-order and sentence-level comments but found it sometimes too general, while appreciating peers' contextual knowledge - Business Writing students valued AI feedback for higher-order and sentence-level comments but found it sometimes too general, while appreciating peers' contextual knowledge
• Business-school AI policies differ from their universities' policies in focus, with school-level emphasis on pedagogy and tools versus university-level emphasis on risk management and data security - Business-school AI policies differ from their universities' policies in focus, with school-level emphasis on pedagogy and tools versus university-level emphasis on risk management and data security
• BVI students face material and instructional barriers: late STEM materials, error-laden tactile worksheets, and variable teacher graphic descriptions - BVI students face material and instructional barriers: late STEM materials, error-laden tactile worksheets, and variable teacher graphic descriptions
• BVI students in schools with more academic supports outperform on standardized math tests - BVI students in schools with more academic supports outperform on standardized math tests
• By 2017–18, more than 150 schools in nine states implemented Opportunity Culture, reaching over 41,000 students, with over $3 million in additional pay and 97 percent MCL retention support - By 2017–18, more than 150 schools in nine states implemented Opportunity Culture, reaching over 41,000 students, with over $3 million in additional pay and 97 percent MCL retention support
• By 2021–22, 36 percent of English learners were chronically absent versus 30 percent of students overall, reversing a prepandemic attendance advantage - By 2021–22, 36 percent of English learners were chronically absent versus 30 percent of students overall, reversing a prepandemic attendance advantage
• By 2023–24, CCSPP Cohort 1 community schools' math and ELA scores exceeded their prepandemic achievement levels, an outcome not observed in comparable non-CCSPP schools - By 2023–24, CCSPP Cohort 1 community schools' math and ELA scores exceeded their prepandemic achievement levels, an outcome not observed in comparable non-CCSPP schools
• By 2026, opening-lecture polls in two AI-focused MSc courses show pronounced shifts toward investing in human intelligence, most notably 90% in Design Thinking for AI - By 2026, opening-lecture polls in two AI-focused MSc courses show pronounced shifts toward investing in human intelligence, most notably 90% in Design Thinking for AI
• By macro cycle two, faculty reported no changes were needed to five of the six overarching standards, indicating acceptance - By macro cycle two, faculty reported no changes were needed to five of the six overarching standards, indicating acceptance
• By spring 2021 students remained behind typical prepandemic achievement averages in both math and reading - By spring 2021 students remained behind typical prepandemic achievement averages in both math and reading
• By spring 2022, Pennsylvania grades 5–8 English language arts proficiency had regained 6 points of a 10-point pandemic-era drop relative to rates predicted for 2021 - By spring 2022, Pennsylvania grades 5–8 English language arts proficiency had regained 6 points of a 10-point pandemic-era drop relative to rates predicted for 2021
• By spring 2022, Pennsylvania grades 5–8 math proficiency had regained nearly 5 points of a 13-point drop relative to rates predicted for 2021 - By spring 2022, Pennsylvania grades 5–8 math proficiency had regained nearly 5 points of a 13-point drop relative to rates predicted for 2021
• By spring of ninth grade, 64 percent of CPS ninth graders missed two or more weeks of instruction in at least one major subject - By spring of ninth grade, 64 percent of CPS ninth graders missed two or more weeks of instruction in at least one major subject
• By the 2025 admissions cycle, a majority of applicants to the studied public policy master's program submitted at least one primarily AI-generated essay despite an explicit prohibition - By the 2025 admissions cycle, a majority of applicants to the studied public policy master's program submitted at least one primarily AI-generated essay despite an explicit prohibition
• By the end of sophomore year, 84 percent of eventual non-graduates showed at least one warning indicator - By the end of sophomore year, 84 percent of eventual non-graduates showed at least one warning indicator
• By the end of the study all learner focus groups understood bullying as repeated aggression and reported being confident defenders - By the end of the study all learner focus groups understood bullying as repeated aggression and reported being confident defenders
• By the final survey wave, using LLMs for debugging and understanding concepts was nearly universal among surveyed students - By the final survey wave, using LLMs for debugging and understanding concepts was nearly universal among surveyed students
• By the second year of implementation, TIF performance bonuses improved reading and math achievement by 1 to 2 percentile points, equivalent to about four weeks of additional learning - By the second year of implementation, TIF performance bonuses improved reading and math achievement by 1 to 2 percentile points, equivalent to about four weeks of additional learning
• Bypass robustness varies across student personas (32.76% to 52.05%) while FPR stays 0.00% across all personas - Bypass robustness varies across student personas (32.76% to 52.05%) while FPR stays 0.00% across all personas