Claims: C 2

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• Child-parent concordance is no greater for hearing families than for families with deaf children - Child-parent concordance is no greater for hearing families than for families with deaf children
• Child-parent dyads generated more ideas and more original ideas than child-stranger dyads on the AUT, with no significant difference in appropriateness - Child-parent dyads generated more ideas and more original ideas than child-stranger dyads on the AUT, with no significant difference in appropriateness
• Child-parent dyads manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking - Child-parent dyads manifested more cognitive perspective taking than child-stranger dyads, but no group difference was found in social-emotional perspective taking
• Childhood ADHD symptoms are associated with higher late-adolescent depressive symptoms in a population cohort - Childhood ADHD symptoms are associated with higher late-adolescent depressive symptoms in a population cohort
• Childhood contact with nature predicts higher adult creative imagination and openness to experience, particularly for frequent childhood forest contact - Childhood contact with nature predicts higher adult creative imagination and openness to experience, particularly for frequent childhood forest contact
• Childhood spatial activities are more predictive of spatial habits of mind than of spatial skills - Childhood spatial activities are more predictive of spatial habits of mind than of spatial skills
• Childhood spatial activity participation predicts adolescent spatial activity participation, and this consistency is stronger for females than males - Childhood spatial activity participation predicts adolescent spatial activity participation, and this consistency is stronger for females than males
• Childhood trauma exposure is associated with memory deficits specifically, not with attentional or organizational impairments, in healthy adults - Childhood trauma exposure is associated with memory deficits specifically, not with attentional or organizational impairments, in healthy adults
• Childhood trauma exposure is not significantly associated with executive function, psychomotor speed, or sustained attention measures in healthy adults - Childhood trauma exposure is not significantly associated with executive function, psychomotor speed, or sustained attention measures in healthy adults
• Childhood, but not adolescent, spatial activity participation predicts adolescents' spatial habits of mind - Childhood, but not adolescent, spatial activity participation predicts adolescents' spatial habits of mind
• Children (59 across 10 focus groups) conceptualise transitions-context emotional wellbeing around adapting to the unknown, fitting in, and signs of positive wellbeing - Children (59 across 10 focus groups) conceptualise transitions-context emotional wellbeing around adapting to the unknown, fitting in, and signs of positive wellbeing
• Children across three diverse populations expressed more positive emotions during peer collaboration than during individual activity, with the effect strongest among German and weakest among Hai||om children - Children across three diverse populations expressed more positive emotions during peer collaboration than during individual activity, with the effect strongest among German and weakest among Hai||om c
• Children admitted by random lottery to high-fidelity Montessori schools performed better or the same as waitlisted controls on academic, executive function, and social measures, never worse - Children admitted by random lottery to high-fidelity Montessori schools performed better or the same as waitlisted controls on academic, executive function, and social measures, never worse
• Children adopt a more cautious response strategy (higher boundary separation) when intermittent stop trials are introduced - Children adopt a more cautious response strategy (higher boundary separation) when intermittent stop trials are introduced
• Children aged 2-4 infer causal structure from covariation and use it to design effective interventions - Children aged 2-4 infer causal structure from covariation and use it to design effective interventions
• Children aged 5 to 8 show metacognitive sensitivity in a nonverbal wagering task, betting more on correct than incorrect discriminations - Children aged 5 to 8 show metacognitive sensitivity in a nonverbal wagering task, betting more on correct than incorrect discriminations
• Children aged 6–7 reliably identify the contestant whose copied shapes are closer in size to a target, replicating magnitude-of-error selective social learning - Children aged 6–7 reliably identify the contestant whose copied shapes are closer in size to a target, replicating magnitude-of-error selective social learning
• Children aged 6–8 combining augmented reality with socio-dramatic play make significant progress toward explicit physics discourse - Children aged 6–8 combining augmented reality with socio-dramatic play make significant progress toward explicit physics discourse
• Children aged 7 to 10 adapt their question-asking strategy to the likelihood distribution of hypotheses as promptly as adults - Children aged 7 to 10 adapt their question-asking strategy to the likelihood distribution of hypotheses as promptly as adults
• Children aged 8-12 are disproportionately less accurate than adults on REL-2 problems requiring integration of two relations, but not on REL-1 or REL-0 problems - Children aged 8-12 are disproportionately less accurate than adults on REL-2 problems requiring integration of two relations, but not on REL-1 or REL-0 problems
• Children aged 8–11 show significant activation in frontal-striatal-parietal regions during proactive inhibition and striatal activation during reactive inhibition, similar to regions reported in adults - Children aged 8–11 show significant activation in frontal-striatal-parietal regions during proactive inhibition and striatal activation during reactive inhibition, similar to regions reported in adult
• Children aged 8–11 with higher parent-rated self-regulation show more proactive response slowing on a stop-signal anticipation task - Children aged 8–11 with higher parent-rated self-regulation show more proactive response slowing on a stop-signal anticipation task
• Children aged two to three acquire language more rapidly without teaching than college students taught by methods derived from older psychology - Children aged two to three acquire language more rapidly without teaching than college students taught by methods derived from older psychology
• Children and adults do not differ in response times on REL-2 problems, despite children's higher error rate on those trials - Children and adults do not differ in response times on REL-2 problems, despite children's higher error rate on those trials
• Children and adults engage a common network of occipito-temporal, precentral, and superior parietal cortices during numerical judgments of both Arabic numerals and dot arrays - Children and adults engage a common network of occipito-temporal, precentral, and superior parietal cortices during numerical judgments of both Arabic numerals and dot arrays
• Children are considerably more overconfident about incorrect answers to true-false questions than about incorrect answers to open-ended questions - Children are considerably more overconfident about incorrect answers to true-false questions than about incorrect answers to open-ended questions
• Children are more accurate and faster on NonStroop than Stroop trials of the Pet Store Stroop task - Children are more accurate and faster on NonStroop than Stroop trials of the Pet Store Stroop task
• Children are more susceptible than adults to the effects of environmental noise on cognitive performance - Children are more susceptible than adults to the effects of environmental noise on cognitive performance
• Children as young as 3 adapt their exploratory actions to the statistical structure of a search task - Children as young as 3 adapt their exploratory actions to the statistical structure of a search task
• Children as young as 3½ years perform significantly above chance identifying and comparing multidigit numerals - Children as young as 3½ years perform significantly above chance identifying and comparing multidigit numerals
• Children as young as 4 years can reason about their relative confidence by selecting which of two questions they feel most sure of answering - Children as young as 4 years can reason about their relative confidence by selecting which of two questions they feel most sure of answering
• Children at family-risk of dyslexia and children with preschool language difficulties experience more environmental and health risks than controls - Children at family-risk of dyslexia and children with preschool language difficulties experience more environmental and health risks than controls
• Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself - Children at family-risk of dyslexia perform more poorly than typically developing controls on the cognitive foundations of arithmetic and on arithmetic itself
• Children attending alternative schools (Montessori, Steiner) outperform mainstream-school children on figural divergent and convergent thinking measures - Children attending alternative schools (Montessori, Steiner) outperform mainstream-school children on figural divergent and convergent thinking measures
• Children became significantly less overconfident from kindergarten to 2nd grade but remained overconfident at both time points - Children became significantly less overconfident from kindergarten to 2nd grade but remained overconfident at both time points
• Children begin applying racial stereotypes to out-groups around age 6, with out-group stereotyping increasing across age groups while in-group stereotyping shows no reliable age differences - Children begin applying racial stereotypes to out-groups around age 6, with out-group stereotyping increasing across age groups while in-group stereotyping shows no reliable age differences
• Children below average in initial ability improve relatively more with practice than those above average, in both feeble-minded and normal groups - Children below average in initial ability improve relatively more with practice than those above average, in both feeble-minded and normal groups
• Children can learn the meanings of novel number symbols through an artificial symbol learning paradigm, performing above chance on a subsequent symbolic comparison task - Children can learn the meanings of novel number symbols through an artificial symbol learning paradigm, performing above chance on a subsequent symbolic comparison task
• Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work - Children demonstrate knowledge of others' cognitive processes by assessing peers' comprehension and identifying others' cognitive inadequacies during group work
• Children described the chatbot in five themes — knowledge, utility, fun, smart, and limitations — and showed varied, partial understanding of how it works - Children described the chatbot in five themes — knowledge, utility, fun, smart, and limitations — and showed varied, partial understanding of how it works
• Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work - Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work
• Children develop locative literacy through informal collaborative digital mapping with family members using Google Earth - Children develop locative literacy through informal collaborative digital mapping with family members using Google Earth
• Children differ substantially in peer-nominated prosocial behavior in elementary classrooms - Children differ substantially in peer-nominated prosocial behavior in elementary classrooms
• Children do not reliably endorse the more accurate informant when no objective reference is available - Children do not reliably endorse the more accurate informant when no objective reference is available
• Children evaluated their own performance as worse when they were slower in Grades 3 and 4 - Children evaluated their own performance as worse when they were slower in Grades 3 and 4
• Children exhibited creative and communicative ways of thinking and working in collaborative tasks - Children exhibited creative and communicative ways of thinking and working in collaborative tasks
• Children exposed to early adversity are at increased risk for a broad range of developmental difficulties affecting both cognitive and emotional adjustment - Children exposed to early adversity are at increased risk for a broad range of developmental difficulties affecting both cognitive and emotional adjustment
• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities - Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities
• Children expressed more positive emotions in trials with high rewards compared to low rewards, validating the affect coding scheme - Children expressed more positive emotions in trials with high rewards compared to low rewards, validating the affect coding scheme
• Children extend statistical causal learning to psychological causes, inferring others' desires by 20 months - Children extend statistical causal learning to psychological causes, inferring others' desires by 20 months
• Children follow three distinct behavioral self-regulation trajectories (early, intermediate, and later developers) replicated across three samples - Children follow three distinct behavioral self-regulation trajectories (early, intermediate, and later developers) replicated across three samples
• Children from all racial/ethnic groups were projected to gain more in higher-tier programs, but most racial/ethnic differences were not statistically significant - Children from all racial/ethnic groups were projected to gain more in higher-tier programs, but most racial/ethnic differences were not statistically significant
• Children from college households know more numerals than children from other households, controlling IQ and executive function - Children from college households know more numerals than children from other households, controlling IQ and executive function
• Children from economically disadvantaged families are at greater risk for poor kindergarten transitions than their peers - Children from economically disadvantaged families are at greater risk for poor kindergarten transitions than their peers
• Children from kindergarten through second grade perform significantly above chance on simple multidigit numeral identification and comparison tasks - Children from kindergarten through second grade perform significantly above chance on simple multidigit numeral identification and comparison tasks
• Children from low-income families enter kindergarten one full standard deviation (15 standard score points) behind higher-income peers in literacy and mathematics (ECLS-K, attributed to Zill & West, 2001) - Children from low-income families enter kindergarten one full standard deviation (15 standard score points) behind higher-income peers in literacy and mathematics (ECLS-K, attributed to Zill & West, 2
• Children from low-income families in economically diverse preschools show greater language gains than peers in less diverse programs - Children from low-income families in economically diverse preschools show greater language gains than peers in less diverse programs
• Children from low-SES families were more negatively affected by COVID-19 school closures than children from high-SES families - Children from low-SES families were more negatively affected by COVID-19 school closures than children from high-SES families
• Children gain more from interventions administered by researchers or combined implementers than by parents - Children gain more from interventions administered by researchers or combined implementers than by parents
• Children gained domain knowledge of variable effects indirectly from running experiments, with mixed condition differences on individual variables - Children gained domain knowledge of variable effects indirectly from running experiments, with mixed condition differences on individual variables
• Children get faster at recognising familiar words in speech between 19 and 31 months of age - Children get faster at recognising familiar words in speech between 19 and 31 months of age
• Children in grades 3–7 endorse gender-interest stereotypes favoring boys in computer science, with boys endorsing more strongly than girls - Children in grades 3–7 endorse gender-interest stereotypes favoring boys in computer science, with boys endorsing more strongly than girls
• Children in higher family engagement profiles had higher total language skills in both language subsamples, most pronounced among English-speaking families - Children in higher family engagement profiles had higher total language skills in both language subsamples, most pronounced among English-speaking families
• Children in intervention classrooms made significantly more improvement in science learning than children in comparison (business as usual) classrooms - Children in intervention classrooms made significantly more improvement in science learning than children in comparison (business as usual) classrooms
• Children in Oral Communication programs show higher speech intelligibility than children in Total Communication programs - Children in Oral Communication programs show higher speech intelligibility than children in Total Communication programs
• Children in the earlier, longer, consistent sleep health class scored higher on expressive vocabulary than peers in the later, shorter, inconsistent class after covariate adjustment - Children in the earlier, longer, consistent sleep health class scored higher on expressive vocabulary than peers in the later, shorter, inconsistent class after covariate adjustment
• Children in the earlier, longer, consistent sleep health class showed greater emotion regulation and assertiveness than peers in the later, shorter, inconsistent class after covariate adjustment - Children in the earlier, longer, consistent sleep health class showed greater emotion regulation and assertiveness than peers in the later, shorter, inconsistent class after covariate adjustment
• Children in the earlier, longer, consistent sleep health class showed stronger approaches to learning (PLBS total and T-CRS task orientation) than peers in the later, shorter, inconsistent class - Children in the earlier, longer, consistent sleep health class showed stronger approaches to learning (PLBS total and T-CRS task orientation) than peers in the later, shorter, inconsistent class
• Children in the interactive condition responded to 77.94% of Elinor's questions versus 68.13% in the pseudo-interactive condition - Children in the interactive condition responded to 77.94% of Elinor's questions versus 68.13% in the pseudo-interactive condition
• Children in the intervention group initiated a higher proportion of science-related conversations before and after episode viewing than comparison children - Children in the intervention group initiated a higher proportion of science-related conversations before and after episode viewing than comparison children
• Children in the intervention group initiated a higher proportion of science-related conversations before and after episode viewing, while concept understanding differences were not detected between groups - Children in the intervention group initiated a higher proportion of science-related conversations before and after episode viewing, while concept understanding differences were not detected between gr
• Children in the reliable condition waited significantly longer on the marshmallow task than children in the unreliable condition (p < 0.0005) - Children in the reliable condition waited significantly longer on the marshmallow task than children in the unreliable condition (p < 0.0005)
• Children in the reliable condition were significantly more likely to wait the full 15 min than children in the unreliable condition (64.3% vs 7.1%) - Children in the reliable condition were significantly more likely to wait the full 15 min than children in the unreliable condition (64.3% vs 7.1%)
• Children in the two oldest age groups used out-group stereotypes above chance (50%), with the largest effect among 7–10-year-olds (r = .80) - Children in the two oldest age groups used out-group stereotypes above chance (50%), with the largest effect among 7–10-year-olds (r = .80)
• Children in Tier 4 and Tier 5 preschool programs gained more learning and development from fall to spring than children in Tier 3 programs - Children in Tier 4 and Tier 5 preschool programs gained more learning and development from fall to spring than children in Tier 3 programs
• Children integrate prior knowledge with new statistical evidence in a Bayesian way, overturning initially likely hypotheses - Children integrate prior knowledge with new statistical evidence in a Bayesian way, overturning initially likely hypotheses
• Children judge correctly at a high rate on two-alternative concrete judgment items even in the youngest age groups - Children judge correctly at a high rate on two-alternative concrete judgment items even in the youngest age groups
• Children learn more effectively when they feel secure and have positive feelings about the people and content they encounter - Children learn more effectively when they feel secure and have positive feelings about the people and content they encounter
• Children learning orthographically consistent languages show fewer reading deficits and faster spelling development - Children learning orthographically consistent languages show fewer reading deficits and faster spelling development
• Children maintain their relative height rank within a group from ages 4 to 18, with little crossing of growth curves - Children maintain their relative height rank within a group from ages 4 to 18, with little crossing of growth curves
• Children meeting more healthy lifestyle habits show higher self-regulation - Children meeting more healthy lifestyle habits show higher self-regulation
• Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers - Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers
• Children of consistently contingent mothers (30%+ contingent at all three time-points) scored higher on grasping, delay and cognitive measures than children of inconsistently contingent mothers - Children of consistently contingent mothers (30%+ contingent at all three time-points) scored higher on grasping, delay and cognitive measures than children of inconsistently contingent mothers
• Children of higher and lower maternal education did not differ on on-task comprehension of attended stories during the ERP task - Children of higher and lower maternal education did not differ on on-task comprehension of attended stories during the ERP task
• Children of higher maternal education showed a significantly larger attention effect on neural responses (mean attended–unattended difference 1.7 vs. 0.6 μV) - Children of higher maternal education showed a significantly larger attention effect on neural responses (mean attended–unattended difference 1.7 vs.
• Children of mothers who produced more word tokens at 18 months were faster to recognize familiar words at 24 months - Children of mothers who produced more word tokens at 18 months were faster to recognize familiar words at 24 months
• Children perceive LLM-generated adaptive feedback as more helpful and more motivating than generic guidance - Children perceive LLM-generated adaptive feedback as more helpful and more motivating than generic guidance
• Children perform better with written numerals than with base-10 blocks or dot arrays on multidigit tasks - Children perform better with written numerals than with base-10 blocks or dot arrays on multidigit tasks
• Children practicing music achieve significantly better overall average school marks than controls - Children practicing music achieve significantly better overall average school marks than controls
• Children preserve boundaries of separate learning episodes: hybrid statements combining content from two passages are rejected below chance - Children preserve boundaries of separate learning episodes: hybrid statements combining content from two passages are rejected below chance
• Children produced more original alternative uses (net of fluency and flexibility) in a low stimulus environment than in a high stimulus environment - Children produced more original alternative uses (net of fluency and flexibility) in a low stimulus environment than in a high stimulus environment
• Children reading traditional Chinese script rely more heavily on morphological awareness for word reading than children reading simplified script - Children reading traditional Chinese script rely more heavily on morphological awareness for word reading than children reading simplified script
• Children receiving intervention in 1st or 2nd grade made gains in foundational word reading relative to controls almost twice those of children receiving it in 3rd grade - Children receiving intervention in 1st or 2nd grade made gains in foundational word reading relative to controls almost twice those of children receiving it in 3rd grade
• Children recognise the orthographic form of a pseudoword more often when its entire letter string was available at once during reading. - Children recognise the orthographic form of a pseudoword more often when its entire letter string was available at once during reading.
• Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2 - Children retain self-derived knowledge over a one-week delay in classroom settings, with performance increasing from Session 1 to Session 2
• Children scoring highly on one intelligence tend to score highly on others, consistent with general intelligence - Children scoring highly on one intelligence tend to score highly on others, consistent with general intelligence
• Children shift from counting to memory-based retrieval strategies in single-digit addition over a 1.2-year interval in middle childhood - Children shift from counting to memory-based retrieval strategies in single-digit addition over a 1.2-year interval in middle childhood
• Children show greater activation for typical than reversed letters in left inferior parietal lobule, left superior temporal gyrus, and early visual regions — the opposite of the adult pattern - Children show greater activation for typical than reversed letters in left inferior parietal lobule, left superior temporal gyrus, and early visual regions — the opposite of the adult pattern
• Children show greater inferior frontal gyrus activity than adults during numerical comparisons, while adults show greater left superior parietal activity than children - Children show greater inferior frontal gyrus activity than adults during numerical comparisons, while adults show greater left superior parietal activity than children
• Children show high unassisted home engagement with the training, comparable to supervised settings - Children show high unassisted home engagement with the training, comparable to supervised settings
• Children show initially reduced DLPFC activation relative to adults for REL-1 and REL-2 trials, but sustained DLPFC activation for REL-1 problems in the later trial phase - Children show initially reduced DLPFC activation relative to adults for REL-1 and REL-2 trials, but sustained DLPFC activation for REL-1 problems in the later trial phase
• Children show larger and more sustained frontal ERP conflict effects than adults, indicating less efficient executive attention - Children show larger and more sustained frontal ERP conflict effects than adults, indicating less efficient executive attention
• Children show marginal overconfidence in numerical judgments and underconfidence in emotion judgments - Children show marginal overconfidence in numerical judgments and underconfidence in emotion judgments
• Children showed match advantages in both the sentence-picture verification task and the sentence-sensibility judgment task, replicating prior embodied-comprehension findings - Children showed match advantages in both the sentence-picture verification task and the sentence-sensibility judgment task, replicating prior embodied-comprehension findings
• Children showed post-error slowing, unaffected by growth mindset, and no baseline post-error accuracy effect - Children showed post-error slowing, unaffected by growth mindset, and no baseline post-error accuracy effect
• Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills - Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skil
• Children showing higher metacognition and self-regulation felt the task would be difficult but that they would be able to solve it - Children showing higher metacognition and self-regulation felt the task would be difficult but that they would be able to solve it
• Children spell regular words more accurately than pseudowords and irregular words, and irregular word accuracy falls below pseudoword accuracy until Yr 5 - Children spell regular words more accurately than pseudowords and irregular words, and irregular word accuracy falls below pseudoword accuracy until Yr 5
• Children structure their play to reduce uncertainty and deconfound causal variables - Children structure their play to reduce uncertainty and deconfound causal variables
• Children succeed at non-symbolic approximate addition above chance with a ratio effect, without relying on non-numerical strategies - Children succeed at non-symbolic approximate addition above chance with a ratio effect, without relying on non-numerical strategies
• Children switched to the efficient method more often than chimpanzees on the same puzzlebox task - Children switched to the efficient method more often than chimpanzees on the same puzzlebox task
• Children tailor metacognitive strategy type to emotion: changing goals most for sadness, changing thoughts most for fear - Children tailor metacognitive strategy type to emotion: changing goals most for sadness, changing thoughts most for fear
• Children taking optional handicraft lessons scored significantly worse overall than controls, and handicraft did not significantly predict marks in regression - Children taking optional handicraft lessons scored significantly worse overall than controls, and handicraft did not significantly predict marks in regression
• Children too young to use attentional refreshing are limited by retention interval duration, while older children and adults are limited by cognitive load - Children too young to use attentional refreshing are limited by retention interval duration, while older children and adults are limited by cognitive load
• Children typically perseverate on the Dimensional Change Card Sort at age 3 but can switch sorting rules from age 4 - Children typically perseverate on the Dimensional Change Card Sort at age 3 but can switch sorting rules from age 4
• Children use letter-name knowledge as a shortcut when inventing phonologically based spellings - Children use letter-name knowledge as a shortcut when inventing phonologically based spellings
• Children use qualitatively different strategies from adults for flexible cognition, shifting control strategies around 8 to 9 years of age - Children use qualitatively different strategies from adults for flexible cognition, shifting control strategies around 8 to 9 years of age
• Children were equally likely to be homeschooled in the elementary, middle, and high school grades - Children were equally likely to be homeschooled in the elementary, middle, and high school grades
• Children were split about confiding in the chatbot, with about half willing to share secrets or ask advice and half not - Children were split about confiding in the chatbot, with about half willing to share secrets or ask advice and half not
• Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend - Children who attend pre-kindergarten are advanced on language, reading, writing, and math skills compared to similar children who did not attend
• Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend - Children who attend pre-kindergarten are more ready for kindergarten at the end of their pre-k year than children who do not attend
• Children who attended informal childcare at 24–36 months were more likely to pursue higher education than children who attended formal childcare (Canadian 1994–95 cohort) - Children who attended informal childcare at 24–36 months were more likely to pursue higher education than children who attended formal childcare (Canadian 1994–95 cohort)
• Children who chose to comfort the victim reported higher self-efficacy and victim-help expectations than those who chose to confront the bully (descriptive, imbalanced groups) - Children who chose to comfort the victim reported higher self-efficacy and victim-help expectations than those who chose to confront the bully (descriptive, imbalanced groups)
• Children who engaged in the program at both home and school made significantly more improvement in science learning than children who implemented at school only - Children who engaged in the program at both home and school made significantly more improvement in science learning than children who implemented at school only
• Children who entered school in kindergarten rather than pre-kindergarten were twice as likely to be at academic risk at the end of first grade - Children who entered school in kindergarten rather than pre-kindergarten were twice as likely to be at academic risk at the end of first grade
• Children who first learned the efficient method switched to the observed inefficient method - Children who first learned the efficient method switched to the observed inefficient method
• Children who observed the efficient method first switched earlier than children observing the inefficient method first - Children who observed the efficient method first switched earlier than children observing the inefficient method first
• Children who slept <10 hours/day at ages 3-4 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children with age-appropriate sleep - Children who slept <10 hours/day at ages 3-4 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children with age-appropriate sleep
• Children who slept <9 hours/day at ages 5-7 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children sleeping ≥10 hours/day - Children who slept <9 hours/day at ages 5-7 years had worse maternal-reported executive function and behavioral difficulties at age 7 than children sleeping ≥10 hours/day
• Children who switched to the efficient method largely reverted to the inefficient method over subsequent trials - Children who switched to the efficient method largely reverted to the inefficient method over subsequent trials
• Children who watched AI-powered interactive videos with contingent feedback scored 0.32 standard deviations higher on a science post-test than children who watched the non-interactive broadcast version - Children who watched AI-powered interactive videos with contingent feedback scored 0.32 standard deviations higher on a science post-test than children who watched the non-interactive broadcast versio
• Children with ADHD exhibit a higher theta/beta power ratio than typically developing children at C3, Cz and C4 in the midline - Children with ADHD exhibit a higher theta/beta power ratio than typically developing children at C3, Cz and C4 in the midline
• Children with ADHD exhibit significantly lower visual-motor integration and math and written language achievement than Non-ADHD peers, but intact visual perception and reading - Children with ADHD exhibit significantly lower visual-motor integration and math and written language achievement than Non-ADHD peers, but intact visual perception and reading
• Children with ADHD in the cohort were disproportionately male and from families reporting financial difficulty or social housing - Children with ADHD in the cohort were disproportionately male and from families reporting financial difficulty or social housing
• Children with ADHD perform worse than controls on WISC-IV Coding but not on Coding Copy, indicating deficits beyond graphomotor speed - Children with ADHD perform worse than controls on WISC-IV Coding but not on Coding Copy, indicating deficits beyond graphomotor speed
• Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children - Children with ADHD show higher external regulation, introjected regulation and amotivation, and lower intrinsic motivation and identified regulation, toward learning than TD children
• Children with ADHD show lower oral contextual and non-contextual reading fluency than controls despite intact word reading - Children with ADHD show lower oral contextual and non-contextual reading fluency than controls despite intact word reading
• Children with ADHD show marked peer rejection and friendship impairment: approximately four times more likely to be rejected, 52–82% scoring over 1 SD above the classroom mean in rejection, and nearly twice as likely to have no classroom friends - Children with ADHD show marked peer rejection and friendship impairment: approximately four times more likely to be rejected, 52–82% scoring over 1 SD above the classroom mean in rejection, and nearly
• Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems) - Children with ADHD show medium-to-large peer problems relative to typically developing youth, with effect sizes from d=.72 (no comorbidities) to d=1.25 (comorbid conduct problems)
• Children with ADHD show significantly lower learning ability scores than control children - Children with ADHD show significantly lower learning ability scores than control children
• Children with ADHD-C show impaired visuospatial STM and CE relative to typically developing controls, whereas children with ADHD-I show impaired CE but intact STM - Children with ADHD-C show impaired visuospatial STM and CE relative to typically developing controls, whereas children with ADHD-I show impaired CE but intact STM
• Children with and without ADHD show equivalent increases in response caution when stop trials are introduced - Children with and without ADHD show equivalent increases in response caution when stop trials are introduced
• Children with better selective attention were more flexible (used more different conceptual categories) in the Alternative Uses Task - Children with better selective attention were more flexible (used more different conceptual categories) in the Alternative Uses Task
• Children with cochlear implants are generally slower than hearing peers in multiplication and subtraction but show comparable error profiles - Children with cochlear implants are generally slower than hearing peers in multiplication and subtraction but show comparable error profiles
• Children with cochlear implants had difficulty following spoken conversation in groups, with teachers reporting far more difficulty than parents - Children with cochlear implants had difficulty following spoken conversation in groups, with teachers reporting far more difficulty than parents
• Children with cochlear implants show an increased rate of dyscalculia indications on a standardized arithmetic test - Children with cochlear implants show an increased rate of dyscalculia indications on a standardized arithmetic test
• Children with comorbid RDMD are significantly more impaired than children with isolated RD or MD in math, reading, and executive function outcomes - Children with comorbid RDMD are significantly more impaired than children with isolated RD or MD in math, reading, and executive function outcomes
• Children with congenital or neurodevelopmental motor disorders show arithmetic difficulties in some comparisons but perform similarly to peers in others - Children with congenital or neurodevelopmental motor disorders show arithmetic difficulties in some comparisons but perform similarly to peers in others
• Children with DD show greater brain activation than TD children in parietal, occipito-temporal and prefrontal regions during both addition and subtraction - Children with DD show greater brain activation than TD children in parietal, occipito-temporal and prefrontal regions during both addition and subtraction
• Children with DD show hyper-connectivity, not reduced connectivity, between the IPS and fronto-parietal and default mode networks during arithmetic - Children with DD show hyper-connectivity, not reduced connectivity, between the IPS and fronto-parietal and default mode networks during arithmetic
• Children with DD show slower reaction times than TD children during arithmetic problem solving, with no operation-specific RT effect - Children with DD show slower reaction times than TD children during arithmetic problem solving, with no operation-specific RT effect
• Children with developmental dyscalculia are disproportionately impaired on subtraction accuracy relative to addition, showing a significant group × operation interaction - Children with developmental dyscalculia are disproportionately impaired on subtraction accuracy relative to addition, showing a significant group × operation interaction
• Children with developmental dyscalculia are more susceptible to task-irrelevant information than controls across five experiments - Children with developmental dyscalculia are more susceptible to task-irrelevant information than controls across five experiments
• Children with developmental dyscalculia are twice as likely to have high mathematics anxiety as children with typical mathematics performance - Children with developmental dyscalculia are twice as likely to have high mathematics anxiety as children with typical mathematics performance
• Children with developmental dyscalculia respond faster to simple arithmetic targets after negative than positive affective primes, across all four arithmetic operations - Children with developmental dyscalculia respond faster to simple arithmetic targets after negative than positive affective primes, across all four arithmetic operations
• Children with developmental dyscalculia show impaired visuo-spatial short-term and working memory relative to matched controls - Children with developmental dyscalculia show impaired visuo-spatial short-term and working memory relative to matched controls
• Children with developmental dyslexia show a processing speed impairment relative to controls - Children with developmental dyslexia show a processing speed impairment relative to controls
• Children with developmental dyslexia show a significant inhibition impairment at the error z-mean composite level, which remains after controlling for processing speed - Children with developmental dyslexia show a significant inhibition impairment at the error z-mean composite level, which remains after controlling for processing speed
• Children with developmental dyslexia show a significant updating impairment at the error z-mean composite level, which remains after controlling for processing speed - Children with developmental dyslexia show a significant updating impairment at the error z-mean composite level, which remains after controlling for processing speed
• Children with developmental language disorder and strong verbal reasoning could partly compensate delays in mathematics at the individual level, though group-level analyses revealed no protective effects (reported by the editors, citing Kleemans et al.) - Children with developmental language disorder and strong verbal reasoning could partly compensate delays in mathematics at the individual level, though group-level analyses revealed no protective effe
• Children with disabilities showed larger gains in higher-tier programs than children without disabilities - Children with disabilities showed larger gains in higher-tier programs than children without disabilities
• Children with DLD score below TD peers on arithmetic, geometric, and fraction skills in the upper primary grades - Children with DLD score below TD peers on arithmetic, geometric, and fraction skills in the upper primary grades
• Children with DLD show significantly more weaknesses and fewer strengths across linguistic and cognitive precursors than TD peers, except in verbal reasoning and arithmetic - Children with DLD show significantly more weaknesses and fewer strengths across linguistic and cognitive precursors than TD peers, except in verbal reasoning and arithmetic
• Children with dyslexia are more impacted by the graphic complexity of words than both chronological-age and spelling-age matched controls - Children with dyslexia are more impacted by the graphic complexity of words than both chronological-age and spelling-age matched controls
• Children with dyslexia benefit more from reading interventions than typically developing children (g = 0.87 vs 0.49) - Children with dyslexia benefit more from reading interventions than typically developing children (g = 0.87 vs 0.49)
• Children with dyslexia read texts significantly more slowly than typical readers in both oral and silent reading - Children with dyslexia read texts significantly more slowly than typical readers in both oral and silent reading
• Children with dyslexia show no global handwriting-quality deficit relative to chronological-age and spelling-age matched typically developing children - Children with dyslexia show no global handwriting-quality deficit relative to chronological-age and spelling-age matched typically developing children
• Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories - Children with early behavioral, academic, and demographic risks are over-represented in adverse teacher-student relationship trajectories
• Children with greater curiosity-related trivia memory benefits also show greater curiosity-related incidental face memory benefits - Children with greater curiosity-related trivia memory benefits also show greater curiosity-related incidental face memory benefits
• Children with higher ADHD rating-scale scores make longer transitions between consecutively retrieved items in a visual search task - Children with higher ADHD rating-scale scores make longer transitions between consecutively retrieved items in a visual search task
• Children with higher auditory-alone spoken word recognition scores show higher audiovisual gain, for easy-word measures but not the hardest tests - Children with higher auditory-alone spoken word recognition scores show higher audiovisual gain, for easy-word measures but not the hardest tests
• Children with higher initial letter-name knowledge show faster growth in phonological awareness across the preschool year - Children with higher initial letter-name knowledge show faster growth in phonological awareness across the preschool year
• Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component - Children with higher initial levels in NRS or CS show slower subsequent linear growth in the same component
• Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition - Children with LA show a less severe impairment pattern than children with MLD, differing only on symbolic approximate addition
• Children with language deficits exhibited difficulties in everyday functioning at 3 years of age - Children with language deficits exhibited difficulties in everyday functioning at 3 years of age
• Children with language or attention disorders and second-language learners are more impaired by noise in speech perception than age-matched controls - Children with language or attention disorders and second-language learners are more impaired by noise in speech perception than age-matched controls
• Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors - Children with larger first-to-fifth grade gains in visuospatial memory had higher fifth grade mathematics achievement, controlling for first grade visuospatial memory and other predictors
• Children with low initial effortful control showed rising trajectories to above the mean only when their mothers were consistently contingent - Children with low initial effortful control showed rising trajectories to above the mean only when their mothers were consistently contingent
• Children with lower average working memory performance show stronger within-person coupling between nightly sleep quality and morning performance - Children with lower average working memory performance show stronger within-person coupling between nightly sleep quality and morning performance
• Children with lower pre-test executive function and social cognition skills improve more, while attendance, teacher involvement, age and school year do not predict gains - Children with lower pre-test executive function and social cognition skills improve more, while attendance, teacher involvement, age and school year do not predict gains
• Children with mathematical learning disabilities use finger counting more often and switch to memory-based strategies later than typically developing peers - Children with mathematical learning disabilities use finger counting more often and switch to memory-based strategies later than typically developing peers
• Children with MD only receive extra math assistance far less often than children with comorbid RD+MD - Children with MD only receive extra math assistance far less often than children with comorbid RD+MD
• Children with MLD and LA are less accurate than TA children on symbolic but not non-symbolic approximate addition - Children with MLD and LA are less accurate than TA children on symbolic but not non-symbolic approximate addition
• Children with MLD are less accurate than TA peers on symbolic fraction magnitude comparisons from Grades 4 to 8 and than LA peers from Grade 5, with no group differences in growth rates on the total score - Children with MLD are less accurate than TA peers on symbolic fraction magnitude comparisons from Grades 4 to 8 and than LA peers from Grade 5, with no group differences in growth rates on the total s
• Children with MLD report higher learning mathematics anxiety than LA, TA, and HA peers, but not higher evaluation anxiety - Children with MLD report higher learning mathematics anxiety than LA, TA, and HA peers, but not higher evaluation anxiety
• Children with MLD score lower in self-image than typical and high achievers when IQ is partialled out - Children with MLD score lower in self-image than typical and high achievers when IQ is partialled out
• Children with MLD show pervasive working memory deficits while both LA groups score in the average range on all three working memory components - Children with MLD show pervasive working memory deficits while both LA groups score in the average range on all three working memory components
• Children with MLD switch between direct subtraction and subtraction by addition based on the magnitude of the subtrahend when solving two-digit subtractions - Children with MLD switch between direct subtraction and subtraction by addition based on the magnitude of the subtrahend when solving two-digit subtractions
• Children with only fluency difficulties read more correct words per minute than children with both decoding and fluency problems - Children with only fluency difficulties read more correct words per minute than children with both decoding and fluency problems
• Children with poor academic performance show more sleep problems, delayed pubertal development, poorer family economy, lower parental education and more mental health problems than average-to-good performers - Children with poor academic performance show more sleep problems, delayed pubertal development, poorer family economy, lower parental education and more mental health problems than average-to-good per
• Children with poor arithmetic fact abilities are significantly slower than matched controls only on the multiplication selection task - Children with poor arithmetic fact abilities are significantly slower than matched controls only on the multiplication selection task
• Children with poorer oral communicative competence experience higher levels of peer rejection after controlling for gender, age, and SES - Children with poorer oral communicative competence experience higher levels of peer rejection after controlling for gender, age, and SES
• Children with poorer parents suffer more, and children of high school educated parents experience the largest welfare losses - Children with poorer parents suffer more, and children of high school educated parents experience the largest welfare losses
• Children with reading difficulties improved in pseudoword reading only when phonological awareness or rhythm was trained separately, not in the combined group - Children with reading difficulties improved in pseudoword reading only when phonological awareness or rhythm was trained separately, not in the combined group
• Children with specific language impairment show reduced selective attention to and integration of audiovisual speech - Children with specific language impairment show reduced selective attention to and integration of audiovisual speech
• Children with the same chronological age and mental age pass more group tests in higher grades, an increase the author attributes to additional school experience - Children with the same chronological age and mental age pass more group tests in higher grades, an increase the author attributes to additional school experience
• Children with the weakest executive functions benefit the most from EF interventions, so early training may reduce social disparities in EFs - Children with the weakest executive functions benefit the most from EF interventions, so early training may reduce social disparities in EFs
• Children with uneven bilingual development prefer the stronger language and mix sentence-internally mainly in weaker-language interactions - Children with uneven bilingual development prefer the stronger language and mix sentence-internally mainly in weaker-language interactions
• Children's ability self-concepts and subjective task values are domain-specific and differentiated from first grade, with gender differences in math fading over time - Children's ability self-concepts and subjective task values are domain-specific and differentiated from first grade, with gender differences in math fading over time
• Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group - Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group
• Children's ability to shield attention against distraction develops until the second decade of life alongside prefrontal cortex maturation - Children's ability to shield attention against distraction develops until the second decade of life alongside prefrontal cortex maturation
• Children's ability to wait for 'go' on the RRRP was not a significant predictor of any academic outcome and was removed from the models - Children's ability to wait for 'go' on the RRRP was not a significant predictor of any academic outcome and was removed from the models
• Children's academic achievement at kindergarten entry has declined, per the article's abstract - Children's academic achievement at kindergarten entry has declined, per the article's abstract
• Children's activity scores did not significantly differ between instructional conditions in the replication, failing to replicate the higher activity of contingently taught children in 1978 - Children's activity scores did not significantly differ between instructional conditions in the replication, failing to replicate the higher activity of contingently taught children in 1978
• Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later - Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later
• Children's age did not moderate gesture enrichment benefits on vocabulary test performance in Experiment 1 - Children's age did not moderate gesture enrichment benefits on vocabulary test performance in Experiment 1
• Children's age did not moderate the link between bicultural identity and cognitive flexibility - Children's age did not moderate the link between bicultural identity and cognitive flexibility
• Children's age negatively moderates the pretend play–social competence relation, which weakens as children get older - Children's age negatively moderates the pretend play–social competence relation, which weakens as children get older
• Children's age, general intelligence, and divergent thinking positively predicted tool innovation performance, while executive function measures predicted only ideal manipulation - Children's age, general intelligence, and divergent thinking positively predicted tool innovation performance, while executive function measures predicted only ideal manipulation
• Children's agreeableness, conscientiousness, extraversion, and openness are positively associated with positive parent–child relationships and negatively associated with negative parent–child relationships - Children's agreeableness, conscientiousness, extraversion, and openness are positively associated with positive parent–child relationships and negatively associated with negative parent–child relation
• Children's apparently inconsistent answers about the earth's shape are largely explained by consistent use of alternative mental models - First-, third- and fifth-grade children's contradictory answers about the earth were largely accounted for by assuming each child consistently used one of five alternative mental models, constrained b
• Children's arithmetic skills are the strongest predictor of their explicitly measured math anxiety, with higher skills associated with lower anxiety - Children's arithmetic skills are the strongest predictor of their explicitly measured math anxiety, with higher skills associated with lower anxiety
• Children's autonomous and controlled motivation for mathematics rarely moderate the effects of task difficulty and instructional style - Children's autonomous and controlled motivation for mathematics rarely moderate the effects of task difficulty and instructional style
• Children's average vocal emotion recognition performance is significantly below the adult group's average - Children's average vocal emotion recognition performance is significantly below the adult group's average
• Children's baseline motor skills do not correlate with reading-related outcomes or with their use of movement when naming letter-sounds - Children's baseline motor skills do not correlate with reading-related outcomes or with their use of movement when naming letter-sounds
• Children's challenging behaviour, not ability (IQ), is the major source of demand on teachers, and one child's disruptive behaviour can reduce classmates' access to the educator - Children's challenging behaviour, not ability (IQ), is the major source of demand on teachers, and one child's disruptive behaviour can reduce classmates' access to the educator
• Children's cognitive flexibility did not predict later maternal emotional or cognitive support - Children's cognitive flexibility did not predict later maternal emotional or cognitive support
• Children's cognitive flexibility improved on average from preschool to first grade - Children's cognitive flexibility improved on average from preschool to first grade
• Children's confidence in endorsing statements indicates they were not confused by hybrid statements - Children's confidence in endorsing statements indicates they were not confused by hybrid statements
• Children's confidence in experimental conclusions increased after training and was higher for unconfounded than confounded experiments, with no training-condition differences - Children's confidence in experimental conclusions increased after training and was higher for unconfounded than confounded experiments, with no training-condition differences
• Children's drawing development shows a long plateau after grade three, consistent with earlier studies reporting non-development from ages nine or ten to adolescence - Children's drawing development shows a long plateau after grade three, consistent with earlier studies reporting non-development from ages nine or ten to adolescence
• Children's drawings suggested they noticed the robot's embedded integration elements and shifted attention from the robot to peer communication - Children's drawings suggested they noticed the robot's embedded integration elements and shifted attention from the robot to peer communication
• Children's early prephonological spelling statistics predict later conventional spelling success - Children's early prephonological spelling statistics predict later conventional spelling success
• Children's emotion-specific strategy use emerges for autobiographical events but not hypothetical stories, suggesting personal experience supports flexible regulation - Children's emotion-specific strategy use emerges for autobiographical events but not hypothetical stories, suggesting personal experience supports flexible regulation
• Children's essentialist reasoning about racial change increased with age, and essentialist reasoning about others (but not the self) predicted out-group stereotyping - Children's essentialist reasoning about racial change increased with age, and essentialist reasoning about others (but not the self) predicted out-group stereotyping
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year - Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year
• Children's executive functions at 54 months partly account for the association between mothers' early autonomy support and achievement in elementary and high school - Children's executive functions at 54 months partly account for the association between mothers' early autonomy support and achievement in elementary and high school
• Children's explicit preferences for collaboration varied markedly across populations and ages: German children preferred collaboration, Hai||om children preferred individual activity, and Ovambo children shifted toward individual preference with age - Children's explicit preferences for collaboration varied markedly across populations and ages: German children preferred collaboration, Hai||om children preferred individual activity, and Ovambo child
• Children's exploratory behavior is related to their question asking - Children's exploratory behavior is related to their question asking
• Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables - Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables
• Children's Grade 3 task persistence negatively predicts mothers' Grade 4 help and monitoring, but not earlier - Children's Grade 3 task persistence negatively predicts mothers' Grade 4 help and monitoring, but not earlier
• Children's ideas about historical evidence progress through six identifiable steps between ages seven and fourteen - Children's ideas about historical evidence progress through six identifiable steps between ages seven and fourteen
• Children's inhibitory control is positively related to math achievement as a main effect, independent of parental input - Children's inhibitory control is positively related to math achievement as a main effect, independent of parental input
• Children's inhibitory control moderates the association between parental number talk and children's math achievement, with a positive association only at higher inhibitory control - Children's inhibitory control moderates the association between parental number talk and children's math achievement, with a positive association only at higher inhibitory control
• Children's knower level of verbal number words is cross-sectionally associated with ANS acuity even after controlling for age and sex - Children's knower level of verbal number words is cross-sectionally associated with ANS acuity even after controlling for age and sex
• Children's L2 translation and free recall scores were higher for concrete than abstract nouns across experiments - Children's L2 translation and free recall scores were higher for concrete than abstract nouns across experiments
• Children's language and math outcomes improve as average classroom income and socioeconomic diversity increase - Children's language and math outcomes improve as average classroom income and socioeconomic diversity increase
• Children's language use in writing tasks differs by instructional program, with English immersion students often writing in English when prompted to write in Spanish - Children's language use in writing tasks differs by instructional program, with English immersion students often writing in English when prompted to write in Spanish
• Children's metacognitive judgments are not explained by baseline risk preferences or response-time cues - Children's metacognitive judgments are not explained by baseline risk preferences or response-time cues
• Children's metacognitive strategic behaviours, but not cognitive or motivational strategic behaviours, independently predict task performance in child-alone problem-solving tasks - Children's metacognitive strategic behaviours, but not cognitive or motivational strategic behaviours, independently predict task performance in child-alone problem-solving tasks
• Children's name writing knowledge is more advanced than their other writing skills, with substantial letter knowledge of their own names by age 3-4 - Children's name writing knowledge is more advanced than their other writing skills, with substantial letter knowledge of their own names by age 3-4
• Children's neuroticism is negatively associated with positive parent–child relationships and positively associated with negative parent–child relationships - Children's neuroticism is negatively associated with positive parent–child relationships and positively associated with negative parent–child relationships
• Children's oral communicative competence is significantly related to their sociometric status in childhood - Children's oral communicative competence is significantly related to their sociometric status in childhood
• Children's perception and interpretation of stressors, rather than event type alone, shapes neurobiological stress responses - Children's perception and interpretation of stressors, rather than event type alone, shapes neurobiological stress responses
• Children's perceptions of peers with internalising problems (depression) are under-researched relative to externalising problems - Children's perceptions of peers with internalising problems (depression) are under-researched relative to externalising problems
• Children's plan quality improves substantially after receiving LLM-generated adaptive feedback - Children's plan quality improves substantially after receiving LLM-generated adaptive feedback
• Children's positive feelings about school attenuate the relationship between aggression and academic development - Children's positive feelings about school attenuate the relationship between aggression and academic development
• Children's prior expulsion history is positively associated with expulsion risk, while rated disruptiveness of behavior was not a significant predictor in the one study testing both. - Children's prior expulsion history is positively associated with expulsion risk, while rated disruptiveness of behavior was not a significant predictor in the one study testing both.
• Children's reactions to peers with mental health problems are related to the maintenance and outcomes of those problems - Children's reactions to peers with mental health problems are related to the maintenance and outcomes of those problems
• Children's recognition choices overwhelmingly follow the alternative given the highest pre-monitoring judgment - Children's recognition choices overwhelmingly follow the alternative given the highest pre-monitoring judgment
• Children's reports of experiences are extremely unreliable, with more misstatements than adults' reports even when no motive to lie exists - Children's reports of experiences are extremely unreliable, with more misstatements than adults' reports even when no motive to lie exists
• Children's school attainments show a far-reaching dependence on those of their ancestors, not attributable to similarity of environment - Children's school attainments show a far-reaching dependence on those of their ancestors, not attributable to similarity of environment
• Children's scientific reasoning at the end of primary school has a three-component structure: Hypothesis validation, Experimentation, and Generating conclusions - Children's scientific reasoning at the end of primary school has a three-component structure: Hypothesis validation, Experimentation, and Generating conclusions
• Children's self-efficacy for planning did not significantly moderate plan quality improvements after feedback - Children's self-efficacy for planning did not significantly moderate plan quality improvements after feedback
• Children's self-focused confidence reasoning and other-focused accuracy reasoning show no consistent correlation across four studies when mental-state language and response biases are eliminated - Children's self-focused confidence reasoning and other-focused accuracy reasoning show no consistent correlation across four studies when mental-state language and response biases are eliminated
• Children's self-rated general anxiety was not directly related to math achievement at either assessment time - Children's self-rated general anxiety was not directly related to math achievement at either assessment time
• Children's self-regulation and intrapersonal skills such as emotional control, adaptability and optimism are linked to more successful transitions, and negative pre-transfer expectations tend to be self-fulfilling - Children's self-regulation and intrapersonal skills such as emotional control, adaptability and optimism are linked to more successful transitions, and negative pre-transfer expectations tend to be se
• Children's speech perception in noise is more impaired than adults', requiring higher signal-to-noise ratios for comparable performance - Children's speech perception in noise is more impaired than adults', requiring higher signal-to-noise ratios for comparable performance
• Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities - Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities
• Children's storybook knowledge (book-cover recognition) mediates the relationship between home literacy environment and literacy outcomes - Children's storybook knowledge (book-cover recognition) mediates the relationship between home literacy environment and literacy outcomes
• Children's symbolic magnitude comparison performance improves significantly across all primary school grades - Children's symbolic magnitude comparison performance improves significantly across all primary school grades
• Children's task persistence positively predicts mothers' later autonomy granting across both grade transitions - Children's task persistence positively predicts mothers' later autonomy granting across both grade transitions
• Children's test performance is stable over six months but monitoring and control accuracy shows little inter-individual stability - Children's test performance is stable over six months but monitoring and control accuracy shows little inter-individual stability
• Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time - Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time
• Children's theory of mind shows a significant positive cross-sectional association with academic achievement (r = 0.32) - Children's theory of mind shows a significant positive cross-sectional association with academic achievement (r = 0.32)
• Children's tool use progresses from unspecific manual use to specific instrumental use governed by the tool's culturally established mode of acting - Children's tool use progresses from unspecific manual use to specific instrumental use governed by the tool's culturally established mode of acting
• Children's understanding of teaching predicts changes in literacy scores over time - Children's understanding of teaching predicts changes in literacy scores over time
• Children's understanding of whole number advances by one developmental level per additional unit of working memory capacity - Children's understanding of whole number advances by one developmental level per additional unit of working memory capacity
• Children's vocabulary and reaction time improved significantly from 18 to 24 months, and maternal talk measures were highly intercorrelated - Children's vocabulary and reaction time improved significantly from 18 to 24 months, and maternal talk measures were highly intercorrelated
• Children's wait-times on sustained delay-of-gratification tasks reflect beliefs about environmental reliability in addition to self-control capacity - Children's wait-times on sustained delay-of-gratification tasks reflect beliefs about environmental reliability in addition to self-control capacity
• Children's writing proficiency is task dependent: children use more advanced features on easier tasks and regress to basic features on harder tasks - Children's writing proficiency is task dependent: children use more advanced features on easier tasks and regress to basic features on harder tasks
• Children, unlike animals, can imitate actions beyond their independent capabilities and profit from instruction - Children, unlike animals, can imitate actions beyond their independent capabilities and profit from instruction
• Children/adolescents with poor literacy skills score poorer on foreign language phonological awareness, letter knowledge, and reading comprehension than peers with typical literacy skills - Children/adolescents with poor literacy skills score poorer on foreign language phonological awareness, letter knowledge, and reading comprehension than peers with typical literacy skills
• Children/adolescents with poor literacy skills show similar average foreign language receptive vocabulary knowledge to peers with typical literacy skills - Children/adolescents with poor literacy skills show similar average foreign language receptive vocabulary knowledge to peers with typical literacy skills
• Children’s SSI applications bounced back to some extent as students returned to in-person learning - Children’s SSI applications bounced back to some extent as students returned to in-person learning
• Children’s SSI applications were about 15 percent lower in counties with virtual learning than in counties where all learning was in person during the 2020–21 school year - Children’s SSI applications were about 15 percent lower in counties with virtual learning than in counties where all learning was in person during the 2020–21 school year
• China has overtaken the US as the leading producer of AIEd higher education publications - China has overtaken the US as the leading producer of AIEd higher education publications
• Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means - Chinese college ESP learners show high amotivation-subscale, external-regulation, identified-regulation and intrinsic (knowledge, accomplishment) item means
• Chinese EFL learners' positive perceptions of GenAI-based pronunciation feedback are positively associated with their English pronunciation self-efficacy - Chinese EFL learners' positive perceptions of GenAI-based pronunciation feedback are positively associated with their English pronunciation self-efficacy
• Chinese ESP learners in this sample were motivated in a mixed manner, and 'certificate motivation' was not supported - Chinese ESP learners in this sample were motivated in a mixed manner, and 'certificate motivation' was not supported
• Chinese higher vocational students report medium-high GenAI usage (M = 3.75) with usage habits highest, and above-average perceived learning outcomes (M = 4.01) with competency development ranked highest - Chinese higher vocational students report medium-high GenAI usage (M = 3.75) with usage habits highest, and above-average perceived learning outcomes (M = 4.01) with competency development ranked high
• Chinese HSS students prefer partial or optional GenAI curricular integration supported by practice-oriented training and clear institutional guidelines - Chinese HSS students prefer partial or optional GenAI curricular integration supported by practice-oriented training and clear institutional guidelines
• Chinese HSS students report near-consensus perceived learning-efficiency gains from GenAI, largely independent of use duration and discipline - Chinese HSS students report near-consensus perceived learning-efficiency gains from GenAI, largely independent of use duration and discipline
• Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage - Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage
• Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups - Chinese teachers emphasize competition among students more than Flemish teachers, while perceived power distance and collaboration are similar across the two groups
• Chinese university teachers stress the expert, authority and model teacher roles to a larger extent than Flemish teachers, with no group difference in facilitator or delegator roles - Chinese university teachers stress the expert, authority and model teacher roles to a larger extent than Flemish teachers, with no group difference in facilitator or delegator roles
• Chinese-developed models lead the safety module, with the refusal gap concentrated on region-specific normative content (difference-in-differences of 28.9 points) - Chinese-developed models lead the safety module, with the refusal gap concentrated on region-specific normative content (difference-in-differences of 28.9 points)
• Choice in retention programs is linked to retention gains, but autonomy is rarely a tested variable - Choice in retention programs is linked to retention gains, but autonomy is rarely a tested variable
• Choice increased task engagement and end-of-semester interest, and task engagement mediated the effect of choice on course performance - Choice increased task engagement and end-of-semester interest, and task engagement mediated the effect of choice on course performance
• Choice latency is a valid cue for kindergarteners: faster recognition responses are associated with correct answers - Choice latency is a valid cue for kindergarteners: faster recognition responses are associated with correct answers
• Choice of scheduling strategy does not significantly affect the number of resolved requests or students' overall wait time - Choice of scheduling strategy does not significantly affect the number of resolved requests or students' overall wait time
• Choice program demand varied widely: 19 percent of programs received more than 10 applications per seat while 8 percent received fewer applications than seats, with demand higher for Arts, CTE, points-based, and highly rated programs - Choice program demand varied widely: 19 percent of programs received more than 10 applications per seat while 8 percent received fewer applications than seats, with demand higher for Arts, CTE, points
• Christ and Davie (2009) found positive, statistically significant effects of Read Naturally® Software Edition on three reading fluency measures - Christ and Davie (2009) found positive, statistically significant effects of Read Naturally® Software Edition on three reading fluency measures
• Chronic (persistent) exposure to adverse social and economic circumstances is associated with greater effects on children's educational and cognitive outcomes than intermittent or no exposure - Chronic (persistent) exposure to adverse social and economic circumstances is associated with greater effects on children's educational and cognitive outcomes than intermittent or no exposure
• Chronic absence among students in foster care peaked after the pandemic, with nearly half chronically absent in 2021–22 - Chronic absence among students in foster care peaked after the pandemic, with nearly half chronically absent in 2021–22
• Chronic absence in West Kern Consortium schools dropped 9 percentage points from its 2021–22 peak, with large district-level reductions - Chronic absence in West Kern Consortium schools dropped 9 percentage points from its 2021–22 peak, with large district-level reductions
• Chronic absence rates among Native students vary widely across states, with Alaska highest at 60% Native versus 37% White in 2022/23 - Chronic absence rates among Native students vary widely across states, with Alaska highest at 60% Native versus 37% White in 2022/23
• Chronic absenteeism increased by more than 2 percentage points in 64 percent of elementary schools versus 35 percent of secondary schools between 2017/18 and 2018/19 - Chronic absenteeism increased by more than 2 percentage points in 64 percent of elementary schools versus 35 percent of secondary schools between 2017/18 and 2018/19
• Chronic absenteeism is extremely common among preschool students and declines substantially when children enter kindergarten - Chronic absenteeism is extremely common among preschool students and declines substantially when children enter kindergarten
• Chronic absenteeism is studied as a factor in student achievement over two years, with the 10 percent absence threshold questioned as a trigger point for action - Chronic absenteeism is studied as a factor in student achievement over two years, with the 10 percent absence threshold questioned as a trigger point for action
• Chronic aircraft noise exposure is associated with lower reading comprehension in children, with a linear exposure–effect relationship - Chronic aircraft noise exposure is associated with lower reading comprehension in children, with a linear exposure–effect relationship
• Chronic cardio exercise programs improve executive functions, attention, and behavior in children with ADHD - Chronic cardio exercise programs improve executive functions, attention, and behavior in children with ADHD
• Chronic exercise significantly improves working memory, inhibitory control, and cognitive flexibility in children and adolescents - Chronic exercise significantly improves working memory, inhibitory control, and cognitive flexibility in children and adolescents
• Chronic exposure to indoor noise and reverberation at school is associated with poorer children's reading and prereading skills - Chronic exposure to indoor noise and reverberation at school is associated with poorer children's reading and prereading skills
• Chronic HPA axis activation via CRH and glucocorticoids is proposed to partially mediate the neural effects of early life stress - Chronic HPA axis activation via CRH and glucocorticoids is proposed to partially mediate the neural effects of early life stress
• Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls - Chronic stereotype threat is negatively associated with mathematical achievement in secondary schoolgirls
• Chronically absent preschoolers are much more likely to stay chronically absent, and each successive year of chronic absenteeism compounds risk of low second-grade reading - Chronically absent preschoolers are much more likely to stay chronically absent, and each successive year of chronic absenteeism compounds risk of low second-grade reading
• Chronicity, developmental timing, and intensity of adversity exposure shape children's neurobiological stress responses - Chronicity, developmental timing, and intensity of adversity exposure shape children's neurobiological stress responses
• CHSRI freshman on-track rates were typically higher than similar students' but the difference was not statistically significant and converged by 2007-08 - CHSRI freshman on-track rates were typically higher than similar students' but the difference was not statistically significant and converged by 2007-08
• CHSRI freshmen earned slightly higher core GPAs than similar students, though averages remained below a C - CHSRI freshmen earned slightly higher core GPAs than similar students, though averages remained below a C
• CHSRI freshmen were absent about 10 fewer days per year than similar students at similar non-CHSRI schools, a statistically significant gap in every year studied - CHSRI freshmen were absent about 10 fewer days per year than similar students at similar non-CHSRI schools, a statistically significant gap in every year studied
• CHSRI juniors' ACT scores were no different from similar students' and remained well below college readiness benchmarks - CHSRI juniors' ACT scores were no different from similar students' and remained well below college readiness benchmarks
• CHSRI small schools lack a shared vision of high-quality instruction, and the link between school themes and curriculum remains weak in year two - CHSRI small schools lack a shared vision of high-quality instruction, and the link between school themes and curriculum remains weak in year two
• CHSRI students did not score differently on the PSAE in reading or math, and freshmen were not significantly more likely to be on-track - CHSRI students did not score differently on the PSAE in reading or math, and freshmen were not significantly more likely to be on-track
• CHSRI students graduated at significantly higher four-year rates than similar students, with differences of 7 to more than 9 percentage points across cohorts - CHSRI students graduated at significantly higher four-year rates than similar students, with differences of 7 to more than 9 percentage points across cohorts
• Chunking reduces working memory load by grouping information into fewer, more meaningful units.
• CI users answered fewer RPM items correctly than normal-hearing controls, though both groups attempted similar numbers of items - CI users answered fewer RPM items correctly than normal-hearing controls, though both groups attempted similar numbers of items
• Cignition group tutoring produced slightly higher math confidence and enjoyment than control in an RCT - Cignition group tutoring produced slightly higher math confidence and enjoyment than control in an RCT
• CIRC has potentially positive effects on comprehension for beginning readers, with an average improvement index of +12 percentile points across two studies - CIRC has potentially positive effects on comprehension for beginning readers, with an average improvement index of +12 percentile points across two studies
• CIRC showed a statistically significant positive effect on CAT Language Expression but not CAT Language Mechanics in Stevens and Slavin (1995), and no significant effect on the Bass Academic Skills Sample Reading Proficiency subtest in Jewell (1994) - CIRC showed a statistically significant positive effect on CAT Language Expression but not CAT Language Mechanics in Stevens and Slavin (1995), and no significant effect on the Bass Academic Skills Sa
• CIRC shows no discernible effects on general reading achievement for beginning readers (effect size 0.02) - CIRC shows no discernible effects on general reading achievement for beginning readers (effect size 0.02)
• Circulating a report urging uniform grade distribution produced little or no change in instructors' grading practices - Circulating a report urging uniform grade distribution produced little or no change in instructors' grading practices
• Citation network analysis shows limited integration: very low density and 38.90% isolated nodes among same-prompt-type studies - Citation network analysis shows limited integration: very low density and 38.90% isolated nodes among same-prompt-type studies
• Citing Terman, the article reports that 51.5 per cent of researches by 306 APA members are in applied fields versus 48.5 per cent in pure psychology - Citing Terman, the article reports that 51.5 per cent of researches by 306 APA members are in applied fields versus 48.5 per cent in pure psychology
• City leaders showed substantial lack of knowledge of the Chicago Annenberg Challenge, with about half of business and government leaders unable to describe its goals - City leaders showed substantial lack of knowledge of the Chicago Annenberg Challenge, with about half of business and government leaders unable to describe its goals
• Citywide freshman on-track rates improved from 48 to 58 percent over a decade, with declines tied to increased course-taking - Citywide freshman on-track rates improved from 48 to 58 percent over a decade, with declines tied to increased course-taking
• Civic Online Reasoning Instruction Improves Evaluation
• Civic-education-focused schooling can boost civic participation in adulthood - Civic-education-focused schooling can boost civic participation in adulthood
• CK-SRL is the most frequently examined dimension of teachers' SRL knowledge, while AK-SRL receives the least attention - CK-SRL is the most frequently examined dimension of teachers' SRL knowledge, while AK-SRL receives the least attention
• CLARA achieves the highest agreement with blinded human developmental ranking judgments compared with readability and prompting baselines - CLARA achieves the highest agreement with blinded human developmental ranking judgments compared with readability and prompting baselines
• CLARA annotations align with blinded educator judgments, with 0.81 pairwise agreement and highest-rated educational interpretability - CLARA annotations align with blinded educator judgments, with 0.81 pairwise agreement and highest-rated educational interpretability
• CLARA's gains come from the interaction of structured representation, constrained annotation, and aggregation, not prompt engineering alone - CLARA's gains come from the interaction of structured representation, constrained annotation, and aggregation, not prompt engineering alone
• Claremont residency completers rate the program highly and show strong hiring and retention outcomes - Claremont residency completers rate the program highly and show strong hiring and retention outcomes
• Claremont residents develop lesson planning skill through 5 weeks of iterative revision with instructor feedback before clinical placements - Claremont residents develop lesson planning skill through 5 weeks of iterative revision with instructor feedback before clinical placements
• Clarification requests show a three-way interaction of proficiency pairing, time and language, declining over time only in matched dyads and in the L1 - Clarification requests show a three-way interaction of proficiency pairing, time and language, declining over time only in matched dyads and in the L1
• Clarity and concept structure interact for defining and applying concepts, each accounting for about 40-44% of variance - Clarity and concept structure interact for defining and applying concepts, each accounting for about 40-44% of variance
• Clarity matters less as concept structure becomes simpler: no significant clear-vs-unclear difference for constant successive lessons - Clarity matters less as concept structure becomes simpler: no significant clear-vs-unclear difference for constant successive lessons
• CLASP made limited progress on cooperative activities and little progress on developing replicable collaboration models - CLASP made limited progress on cooperative activities and little progress on developing replicable collaboration models
• CLASP students achieved an average normalized FCI gain of 0.39, above the traditional-course range and in the middle of the interactive-engagement range, despite only about a third of one quarter on mechanics - CLASP students achieved an average normalized FCI gain of 0.39, above the traditional-course range and in the middle of the interactive-engagement range, despite only about a third of one quarter on m
• CLASP students' expert-like epistemologies (MPEX-II) were statistically unchanged over the quarter, unlike the declines reported for most standard and many reformed physics classes - CLASP students' expert-like epistemologies (MPEX-II) were statistically unchanged over the quarter, unlike the declines reported for most standard and many reformed physics classes
• CLASP students' MCAT Physical Science scores were slightly higher than Physics 5 students', but the difference was not statistically significant; Biological Science scores were identical on average - CLASP students' MCAT Physical Science scores were slightly higher than Physics 5 students', but the difference was not statistically significant; Biological Science scores were identical on average
• Class and teacher organization and peer support positively predict self-efficacy, while workload negatively predicts e-learning self-efficacy but positively predicts computer self-efficacy - Class and teacher organization and peer support positively predict self-efficacy, while workload negatively predicts e-learning self-efficacy but positively predicts computer self-efficacy
• Class composition indexing demand on educators (younger age, higher learning needs, disadvantage, minority status) is associated with reduced observed interactional quality in ECEC, with no association for gender - Class composition indexing demand on educators (younger age, higher learning needs, disadvantage, minority status) is associated with reduced observed interactional quality in ECEC, with no associatio
• Class conditions—period, term, class size and subject—systematically shift grades, largely through attendance - Class conditions—period, term, class size and subject—systematically shift grades, largely through attendance
• Class graphs from the test are judged sufficiently reliable, while individual graphs are usefully suggestive but the least reliable conclusion - Class graphs from the test are judged sufficiently reliable, while individual graphs are usefully suggestive but the least reliable conclusion
• Class mean mathematics achievement composition effects were smaller and less often statistically significant than in the original Flemish study, underscoring the value of conceptual replications - Class mean mathematics achievement composition effects were smaller and less often statistically significant than in the original Flemish study, underscoring the value of conceptual replications
• Class of 1997 outcomes differed by gender, with girls graduating at higher counts than boys within five years - Class of 1997 outcomes differed by gender, with girls graduating at higher counts than boys within five years
• Class rhythm heatmaps revealed evening-peaked, deadline-driven temporal engagement patterns in the cohort - Class rhythm heatmaps revealed evening-peaked, deadline-driven temporal engagement patterns in the cohort
• Class size reduction produces a small, statistically significant positive effect on reading achievement by end of treatment year (pooled SMD 0.11) - Class size reduction produces a small, statistically significant positive effect on reading achievement by end of treatment year (pooled SMD 0.11)
• Class size reduction shows a negative, statistically non-significant effect on mathematics achievement (pooled SMD ‐0.03) - Class size reduction shows a negative, statistically non-significant effect on mathematics achievement (pooled SMD ‐0.03)
• Class size, course level, and discipline did not explain significant variation in how achievement gaps changed under active learning - Class size, course level, and discipline did not explain significant variation in how achievement gaps changed under active learning
• Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost - Class-aggregated perceived teacher value messages positively predict students' subsequent expectancy and utility value, but not lower effort cost
• Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously - Class-average achievement and chosen upward comparisons each make substantial, unique negative contributions to math self-beliefs when modeled simultaneously
• Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019) - Class-average achievement negatively predicts mathematics self-concept after controlling individual achievement (BFLPE replication in TIMSS 2019)
• Class-average achievement negatively predicts student enjoyment across math, science, and reading (the Happy-Fish-Little-Pond Effect), with the reading effect trivially small - Class-average achievement negatively predicts student enjoyment across math, science, and reading (the Happy-Fish-Little-Pond Effect), with the reading effect trivially small
• Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept - Class-average achievement shows a small negative indirect effect on subsequent mathematics achievement mediated through mathematics self-concept
• Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations - Class-average utility value predicts class achievement, and class-average expectancy, utility value, and lower effort cost predict class aspirations
• Class-level instructional quality (classroom management, cognitive activation, supportive climate) is positively related to student self-efficacy - Class-level instructional quality (classroom management, cognitive activation, supportive climate) is positively related to student self-efficacy
• Class-level instructional quality is positively related to student intrinsic motivation, with all three dimensions similarly important - Class-level instructional quality is positively related to student intrinsic motivation, with all three dimensions similarly important
• Class-level student reports of memorizing formulas and listening to lectures positively predict mathematics achievement, while relating math to daily life negatively predicts it, across Swedish TIMSS waves 2003–2015 - Class-level student reports of memorizing formulas and listening to lectures positively predict mathematics achievement, while relating math to daily life negatively predicts it, across Swedish TIMSS
• Classic two-facet MTMM analysis supports convergent and discriminant validity of the six BPNSFS facets across time - Classic two-facet MTMM analysis supports convergent and discriminant validity of the six BPNSFS facets across time
• Classical description logic cannot model non-crisp knowledge, and fuzzy and probabilistic DL extensions substantially increase reasoning complexity, limiting practical use - Classical description logic cannot model non-crisp knowledge, and fuzzy and probabilistic DL extensions substantially increase reasoning complexity, limiting practical use
• Classification accuracy met or exceeded benchmarks for 19 of 22 LO-assessment combinations, with three EMCS energy LOs below the acceptable range - Classification accuracy met or exceeded benchmarks for 19 of 22 LO-assessment combinations, with three EMCS energy LOs below the acceptable range
• Classification accuracy of the screening cut scores is lower for Grades K-2 than Grades 3-8, attributed to a 12-36 month lapse between MAP Growth and criterion measures - Classification accuracy of the screening cut scores is lower for Grades K-2 than Grades 3-8, attributed to a 12-36 month lapse between MAP Growth and criterion measures
• Classified examples are more often correct than generated examples during learning, but feedback does not improve classification - Classified examples are more often correct than generated examples during learning, but feedback does not improve classification
• Classifier errors cluster into three interpretable patterns, and the unknown abstention class is well classified (F1 = 0.93), reliably filtering off-topic chat - Classifier errors cluster into three interpretable patterns, and the unknown abstention class is well classified (F1 = 0.93), reliably filtering off-topic chat
• Classifiers systematically confuse adjacent engagement levels: social with active, constructive with interactive, and interactive with active - Classifiers systematically confuse adjacent engagement levels: social with active, constructive with interactive, and interactive with active
• Classifying and combining group ideas generated new ideas in the quarry problem, including acoustic volume measurement - Classifying and combining group ideas generated new ideas in the quarry problem, including acoustic volume measurement
• Classifying provided examples is more effective for learning relational categories than reading or generating examples - Classifying provided examples is more effective for learning relational categories than reading or generating examples
• Classmate cognitive engagement, but not classmate behavioral or emotional engagement, predicts individual momentary engagement profile membership - Classmate cognitive engagement, but not classmate behavioral or emotional engagement, predicts individual momentary engagement profile membership
• Classroom active breaks produce a small but statistically significant positive effect on working memory in schoolchildren aged 6–16 - Classroom active breaks produce a small but statistically significant positive effect on working memory in schoolchildren aged 6–16
• Classroom active breaks show no reliable effect on mathematical fluency - Classroom active breaks show no reliable effect on mathematical fluency
• Classroom active breaks show no statistically significant effect on attention in schoolchildren - Classroom active breaks show no statistically significant effect on attention in schoolchildren
• Classroom active breaks show no statistically significant effect on inhibitory control in schoolchildren - Classroom active breaks show no statistically significant effect on inhibitory control in schoolchildren
• Classroom activities and targeted interventions—peer collaboration, mind mapping, storytelling, and perspective-taking—improve children's divergent thinking - Classroom activities and targeted interventions—peer collaboration, mind mapping, storytelling, and perspective-taking—improve children's divergent thinking
• Classroom and institutional differences account for little variance in engagement; nearly all variance is between students - Classroom and institutional differences account for little variance in engagement; nearly all variance is between students
• Classroom autonomy-supportive climate moderates teacher expectation effects: significant in low-autonomy-supportive classrooms but not in high ones - Classroom autonomy-supportive climate moderates teacher expectation effects: significant in low-autonomy-supportive classrooms but not in high ones
• Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes - Classroom behavior problems are linked to worse novice-teacher outcomes, while a welcoming staff and strong school leadership are linked to more positive outcomes
• Classroom board-game play improved inhibition in first grade but not in grades two to six, where inhibition and flexibility improved in both groups - Classroom board-game play improved inhibition in first grade but not in grades two to six, where inhibition and flexibility improved in both groups
• Classroom climate and classroom management practice show large positive correlations with CMSE; student misbehaviour and student-teacher conflict correlate negatively - Classroom climate and classroom management practice show large positive correlations with CMSE; student misbehaviour and student-teacher conflict correlate negatively
• Classroom composition (prior achievement, race, socioeconomic status, gender) showed virtually no relationship to exposure to high-quality assignments - Classroom composition (prior achievement, race, socioeconomic status, gender) showed virtually no relationship to exposure to high-quality assignments
• Classroom Design Affects Learning Progress - Physical classroom design factors — light, air quality, temperature, ownership, flexibility, and visual stimulation — account for a measurable share of variation in pupils' academic progress.
• Classroom disciplinary problems are directly and negatively related to student achievement and to competence self-perceptions, test anxiety, and engagement - Classroom disciplinary problems are directly and negatively related to student achievement and to competence self-perceptions, test anxiety, and engagement
• Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement - Classroom energizers improved on-task behaviour, but PA during a classroom task showed no improvement
• Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors - Classroom environment has a small positive within-student relationship with course grades that is mediated by student noncognitive factors
• Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students - Classroom environment is positively associated with students' self-reported motivation and other noncognitive factors within students
• Classroom events occur at different time scales requiring different modes of cognition - Classroom events occur at different time scales requiring different modes of cognition
• Classroom experiments test whether instructional procedures that increase the salience and cognitive processing of targeted words in reading texts can support L2 vocabulary acquisition - Classroom experiments test whether instructional procedures that increase the salience and cognitive processing of targeted words in reading texts can support L2 vocabulary acquisition
• Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews - Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews
• Classroom implementation of the GoldList Method encountered pitfalls: forgotten notebooks, omitted dates, and unclear initial steps - Classroom implementation of the GoldList Method encountered pitfalls: forgotten notebooks, omitted dates, and unclear initial steps
• Classroom incident recognition is substantially harder than established general action-recognition benchmarks, with PoseC3D dropping from over 94% accuracy to 70.54% - Classroom incident recognition is substantially harder than established general action-recognition benchmarks, with PoseC3D dropping from over 94% accuracy to 70.54%
• Classroom Level Adversity is associated with lower classroom quality, more student externalizing behavior, and poorer teacher well-being (as reported in prior studies cited by the essay) - Classroom Level Adversity is associated with lower classroom quality, more student externalizing behavior, and poorer teacher well-being (as reported in prior studies cited by the essay)
• Classroom management demands reduce Chicago students' daily instruction to roughly 240 minutes despite a 300-minute allocation - Classroom management demands reduce Chicago students' daily instruction to roughly 240 minutes despite a 300-minute allocation
• Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes - Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes
• Classroom membership accounts for 11% of variance in students' perceived competence, justifying multilevel analysis - Classroom membership accounts for 11% of variance in students' perceived competence, justifying multilevel analysis
• Classroom observation studies show that teachers provide only little direct strategy instruction, with strategy suggestions occurring in a small percentage of observed intervals - Classroom observation studies show that teachers provide only little direct strategy instruction, with strategy suggestions occurring in a small percentage of observed intervals
• Classroom observations confirmed that SRI teachers modeled and evaluated strategies more frequently than control teachers - Classroom observations confirmed that SRI teachers modeled and evaluated strategies more frequently than control teachers
• Classroom observations in an affluent district found most teachers did not use deeper-learning strategies, with students passively listening to lectures - Classroom observations in an affluent district found most teachers did not use deeper-learning strategies, with students passively listening to lectures
• Classroom observations revealed subtle but decisive teaching differences correlated with the difference in learning outcomes - Classroom observations revealed subtle but decisive teaching differences correlated with the difference in learning outcomes
• Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant - Classroom observations suggested increases in desired pedagogical practices after PD, but differences were not statistically significant