Claims: C 5

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

• Control-flow ordering errors appeared across all UH problems (43–52% of incorrect attempts) but were only a secondary pattern at Aalto, with the conceptual barrier apparently shifting with problem structure - Control-flow ordering errors appeared across all UH problems (43–52% of incorrect attempts) but were only a secondary pattern at Aalto, with the conceptual barrier apparently shifting with problem str
• Control-group students framed sustainability as an external obligation and held techno-optimistic views of AI centered on efficiency with little ethical reflection - Control-group students framed sustainability as an external obligation and held techno-optimistic views of AI centered on efficiency with little ethical reflection
• Control-group students identified the three sustainability pillars but confined self-reported application largely to environmental considerations - Control-group students identified the three sustainability pillars but confined self-reported application largely to environmental considerations
• Control-group students receiving conventional instruction showed significant gains only in media reading and total literacy, not in media writing - Control-group students receiving conventional instruction showed significant gains only in media reading and total literacy, not in media writing
• Controlled GenAI virtual-patient and communication studies reported short-term skill gains, but positive findings were not universal - Controlled GenAI virtual-patient and communication studies reported short-term skill gains, but positive findings were not universal
• Controlled motivation negatively predicts school grades and does not compensate for low autonomous motivation - Controlled motivation negatively predicts school grades and does not compensate for low autonomous motivation
• Controlled motivation showed no negative effects on the desirable outcomes measured, and no profile differences emerged in academic self-concept or teacher-reported engagement - Controlled motivation showed no negative effects on the desirable outcomes measured, and no profile differences emerged in academic self-concept or teacher-reported engagement
• Controlled studies comparing exploration-based investigation with explicit instruction overwhelmingly favor explicit instruction for science content learning - Controlled studies comparing exploration-based investigation with explicit instruction overwhelmingly favor explicit instruction for science content learning
• Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry - Controlling for school poverty greatly reduces but does not eliminate racial/ethnic gaps at kindergarten entry
• Controlling for SES, monolingual children outperform both simultaneous and sequential bilinguals on single-language English receptive and expressive vocabulary measures - Controlling for SES, monolingual children outperform both simultaneous and sequential bilinguals on single-language English receptive and expressive vocabulary measures
• Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains - Controlling statistically for flexibility renders the training effect on word problem solving non-significant, suggesting flexibility explains the gains
• Convenience–learning divergence proposition: satisfaction and adaptation may rise under AI mediation while intercultural engagement and frame revision fall - Convenience–learning divergence proposition: satisfaction and adaptation may rise under AI mediation while intercultural engagement and frame revision fall
• Conventional classifiers and MentalBERT depend heavily on explicit mental health terms in Expressive Narrative Stories, while BERT(128) maintains robust accuracy without keyword cues - Conventional classifiers and MentalBERT depend heavily on explicit mental health terms in Expressive Narrative Stories, while BERT(128) maintains robust accuracy without keyword cues
• Conventional higher-education assessment practices are argued to be flawed, compartmentalised, standardised and disadvantaging to many students - Conventional higher-education assessment practices are argued to be flawed, compartmentalised, standardised and disadvantaging to many students
• Conventional reliability determination risks overestimating coding reliability in small group chat analysis - Conventional reliability determination risks overestimating coding reliability in small group chat analysis
• Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774) - Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774)
• Convergence between pre-K graduates and nonattenders is largest for more constrained skills such as letter-word identification - Convergence between pre-K graduates and nonattenders is largest for more constrained skills such as letter-word identification
• Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates - Convergence is attributed to nonattenders making greater gains in kindergarten than pre-K graduates
• Conversation/discussion (62%) and brainstorming (61%) were the most frequent teaching techniques in the program - Conversation/discussion (62%) and brainstorming (61%) were the most frequent teaching techniques in the program
• Conversational interaction facilitates second language grammatical development in adult ESL learners - Conversational interaction facilitates second language grammatical development in adult ESL learners
• Conversational narration style produces a large effect on learning from multimedia instruction, likely via social partnership - Conversational narration style produces a large effect on learning from multimedia instruction, likely via social partnership
• Conversational synthesis can hide source plurality behind one voice, weakening verification relative to search - Conversational synthesis can hide source plurality behind one voice, weakening verification relative to search
• Conversational-agent prompts improve student dialogue outcomes at both individual and dyad levels - Conversational-agent prompts improve student dialogue outcomes at both individual and dyad levels
• Cook et al. (2009) found no support for sensing/intuitive style-by-sequence interaction in medical education - Cook et al.
• Cool EF (Stroop inhibition and CNT cognitive flexibility) predicts academic performance, while no hot EF variable does - Cool EF (Stroop inhibition and CNT cognitive flexibility) predicts academic performance, while no hot EF variable does
• Cool EF measures correlate with each other, but no association is found between cool and hot EF measures - Cool EF measures correlate with each other, but no association is found between cool and hot EF measures
• Cool executive function measures show ascending age-related growth across adolescence, with a growth spurt around age 14–15 - Cool executive function measures show ascending age-related growth across adolescence, with a growth spurt around age 14–15
• Cooperating teachers and employers rated preparation somewhat less positively than completers, with 82% and 68% high ratings respectively - Cooperating teachers and employers rated preparation somewhat less positively than completers, with 82% and 68% high ratings respectively
• Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem - Cooperation compared with individualistic efforts typically results in higher achievement, greater retention, and greater social competence and self-esteem
• Cooperative concept mapping produces better meaningful learning than individualistic concept mapping - Cooperative concept mapping produces better meaningful learning than individualistic concept mapping
• Cooperative learning arrangements predict larger SRL training effects for cognitive and metacognitive strategies - Cooperative learning arrangements predict larger SRL training effects for cognitive and metacognitive strategies
• Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance - Cooperative learning exercises were rated highly useful by >94% of students and were associated with roughly doubled class attendance
• Cooperative learning gains were large for observation and interpretation but small for analysis in 4th graders - Cooperative learning gains were large for observation and interpretation but small for analysis in 4th graders
• Cooperative learning has drawbacks including slow learners depending on fast achievers, so teachers should stress both cooperative and individual work - Cooperative learning has drawbacks including slow learners depending on fast achievers, so teachers should stress both cooperative and individual work
• Cooperative Learning Improves Achievement
• Cooperative learning is associated with greater peer acceptance and cross-group friendships and has been shown to reduce bullying and perceived stress among marginalized students - Cooperative learning is associated with greater peer acceptance and cross-group friendships and has been shown to reduce bullying and perceived stress among marginalized students
• Cooperative learning models have a moderate average effect on student learning outcomes across 23 first-order meta-analyses - Cooperative learning models have a moderate average effect on student learning outcomes across 23 first-order meta-analyses
• Cooperative learning reduced disparities between students' critical thinking scores, with lower performers gaining most - Cooperative learning reduced disparities between students' critical thinking scores, with lower performers gaining most
• Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students - Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students
• Cooperative learning showed no significant main effect on bullying across the full sample - Cooperative learning showed no significant main effect on bullying across the full sample
• Cooperative learning shows benefits for gifted and high-ability students, though long-term evidence is lacking - Cooperative learning shows benefits for gifted and high-ability students, though long-term evidence is lacking
• Cooperative learning significantly reduced bullying among marginalized (low-engagement) middle school students in a cluster randomized trial - Cooperative learning significantly reduced bullying among marginalized (low-engagement) middle school students in a cluster randomized trial
• Cooperative learning significantly reduced perceived stress among marginalized middle school students - Cooperative learning significantly reduced perceived stress among marginalized middle school students
• Cooperative learning significantly reduced victimization among marginalized middle school students - Cooperative learning significantly reduced victimization among marginalized middle school students
• Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment - Cooperative learning with Think-Pair-Share and RoundTable was followed by larger critical thinking gains than traditional teaching in 4th graders, in a two-class quasi-experiment
• Coordinate plane placement accuracy shows no x- versus y-axis difference; quadrant errors are driven by sign transpositions in a small subset of students - Coordinate plane placement accuracy shows no x- versus y-axis difference; quadrant errors are driven by sign transpositions in a small subset of students
• Coordinating attention between whole-strip length and dot spacing does not disrupt and may stabilize the idea that shorter strips take less time - Coordinating attention between whole-strip length and dot spacing does not disrupt and may stabilize the idea that shorter strips take less time
• Coordination of Services Teams (COSTs) are used universally in Oakland Unified schools to connect students and families with academic, mental, behavioral, and physical health supports - Coordination of Services Teams (COSTs) are used universally in Oakland Unified schools to connect students and families with academic, mental, behavioral, and physical health supports
• Copilot's detection of one advanced injection did not persist: after reporting an embedded instruction once, the same file's injection succeeded in six subsequent iterations without warning - Copilot's detection of one advanced injection did not persist: after reporting an embedded instruction once, the same file's injection succeeded in six subsequent iterations without warning
• Coping versus mastery model benefits depend on task difficulty and observers' prior success - Coping versus mastery model benefits depend on task difficulty and observers' prior success
• Corbett and Anderson's original individualization attempts produced mixed results - Corbett and Anderson's original individualization attempts produced mixed results
• Core GPA was not affected immediately after closures, but students from closed schools showed small negative effects in years three and four, more pronounced for students in grades 3-5 at announcement - Core GPA was not affected immediately after closures, but students from closed schools showed small negative effects in years three and four, more pronounced for students in grades 3-5 at announcement
• Core GPA was unaffected immediately after closures, but closed-school students who were in grades 3-5 in the announcement year showed negative GPA effects three and four years post-closure - Core GPA was unaffected immediately after closures, but closed-school students who were in grades 3-5 in the announcement year showed negative GPA effects three and four years post-closure
• Core knowledge violations may be 'moderately impossible,' aligning with the Goldilocks effect on attention allocation - Core knowledge violations may be 'moderately impossible,' aligning with the Goldilocks effect on attention allocation
• Core self-evaluations partially mediate the relationship between career adapt-abilities and AI anxiety - Core self-evaluations partially mediate the relationship between career adapt-abilities and AI anxiety
• Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success - Core Teams identified communication challenges, school and district leadership turnover, and teacher burnout as barriers that influenced solution success
• Core to College network interactions were primarily information sharing and making connections between K–12 and higher education - Core to College network interactions were primarily information sharing and making connections between K–12 and higher education
• Core-course failures in freshman year strongly predict non-graduation, similarly across subjects - Core-course failures in freshman year strongly predict non-graduation, similarly across subjects
• Core-Ed dimensions capture part of the FineWeb-Edu scalar signal while remaining not individually redundant with it (six-dimension cross-validated R2 of 0.228) - Core-Ed dimensions capture part of the FineWeb-Edu scalar signal while remaining not individually redundant with it (six-dimension cross-validated R2 of 0.228)
• Core-Ed Edu-QuRater scores vary sensibly with education-level metadata on out-of-sample materials (marginal Pearson correlations 0.62 and 0.64; six-dimension cross-validated R2 of 0.449) - Core-Ed Edu-QuRater scores vary sensibly with education-level metadata on out-of-sample materials (marginal Pearson correlations 0.62 and 0.64; six-dimension cross-validated R2 of 0.449)
• Core-Plus Mathematics has potentially positive effects on mathematics achievement for high school students, with an average improvement index of +15 percentile points - Core-Plus Mathematics has potentially positive effects on mathematics achievement for high school students, with an average improvement index of +15 percentile points
• Core-Plus Mathematics showed positive, statistically significant effects on ninth-grade ITED math and CPMP Course 1 and 2 posttest subtests after WWC adjustments - Core-Plus Mathematics showed positive, statistically significant effects on ninth-grade ITED math and CPMP Course 1 and 2 posttest subtests after WWC adjustments
• Core5 students in grades 3-5 showed significantly larger reading achievement gains than a matched comparison group (ES = +0.11) - Core5 students in grades 3-5 showed significantly larger reading achievement gains than a matched comparison group (ES = +0.11)
• CORI students outperformed SI and TI comparison students on standardized reading tests and were rated higher in reading motivation, in quasi-experimental studies with large effect sizes - CORI students outperformed SI and TI comparison students on standardized reading tests and were rated higher in reading motivation, in quasi-experimental studies with large effect sizes
• Cornelius (2013) finds a positive, statistically significant effect of Odyssey® Math versus teacher-directed supplemental instruction on STAR Math scores - Cornelius (2013) finds a positive, statistically significant effect of Odyssey® Math versus teacher-directed supplemental instruction on STAR Math scores
• Corno and Mandinach's foundational framework identifies three nonideal learner engagement types alongside the self-regulated ideal - Corno and Mandinach's foundational framework identifies three nonideal learner engagement types alongside the self-regulated ideal
• Corpus reuse in the deployed support system is concentrated on a single process step: three certificate/offer-letter entries account for 56.8% of 871 resolutions, with a Gini of 0.586 across entries - Corpus reuse in the deployed support system is concentrated on a single process step: three certificate/offer-letter entries account for 56.8% of 871 resolutions, with a Gini of 0.586 across entries
• Correct and complete exemplar supports produced greater improvement in preservice teachers' fraction comparison explanations than supports displaying common misconceptions and errors - Correct and complete exemplar supports produced greater improvement in preservice teachers' fraction comparison explanations than supports displaying common misconceptions and errors
• Correct and incorrect subtraction trials produce similar robust brain activity in DD children, indicating aberrant activation is not driven by error processing - Correct and incorrect subtraction trials produce similar robust brain activity in DD children, indicating aberrant activation is not driven by error processing
• Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects - Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects
• Correct final answers are associated with stronger performance on all four process-level metrics, with reasoning-process correctness showing the clearest separation - Correct final answers are associated with stronger performance on all four process-level metrics, with reasoning-process correctness showing the clearest separation
• Correct RAPM solutions yield higher Suddenness and Certainty and lower Intuition than incorrect solutions, with a Certainty-by-difficulty interaction - Correct RAPM solutions yield higher Suddenness and Certainty and lower Intuition than incorrect solutions, with a Certainty-by-difficulty interaction
• Correct responses to Newton's Third Law questions rose while forces were taught, peaked at the end of that instruction and fell back toward chance by the end of the quarter - Correct responses to Newton's Third Law questions rose while forces were taught, peaked at the end of that instruction and fell back toward chance by the end of the quarter
• Correct solutions on the transfer case increased from control to tutored training, but instructed training dyads solved the case least often and the overall difference was not statistically significant - Correct solutions on the transfer case increased from control to tutored training, but instructed training dyads solved the case least often and the overall difference was not statistically significan
• Correct word inference in reading requires knowing roughly 95-98% of surrounding words, corresponding to about 3,000-5,000 word families - Correct word inference in reading requires knowing roughly 95-98% of surrounding words, corresponding to about 3,000-5,000 word families
• Correct-answer feedback alone was insufficient for generalization: significantly worse than lecture in Study 1, with the difference not significant in Study 2 - Correct-answer feedback alone was insufficient for generalization: significantly worse than lecture in Study 1, with the difference not significant in Study 2
• Correct-answer-trap cases concentrate in specific question types where common flawed reasoning happens to produce the correct numerical answer, with the top two question types accounting for 71% of all TM cases - Correct-answer-trap cases concentrate in specific question types where common flawed reasoning happens to produce the correct numerical answer, with the top two question types accounting for 71% of al
• Corrected measures of overlapping show 33 per cent correct classification rather than the 17 per cent previously reported, and 19.5 per cent rather than 33 per cent exceeding or falling short of the adjacent grade's median - Corrected measures of overlapping show 33 per cent correct classification rather than the 17 per cent previously reported, and 19.5 per cent rather than 33 per cent exceeding or falling short of the a
• corrected-benchmark-scores-rise-substantially-after-expert-audit
• Corrected-for-attenuation correlations between intelligence and the abstract scale segments approach 0.95–0.96 - Corrected-for-attenuation correlations between intelligence and the abstract scale segments approach 0.95–0.96
• Correcting the wave-1 change-score misspecification in Sorjonen et al.'s LCSM yields a proper solution with positive effects between academic self-concept and achievement - Correcting the wave-1 change-score misspecification in Sorjonen et al.'s LCSM yields a proper solution with positive effects between academic self-concept and achievement
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time - Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time
• Corrective feedback largely benefits children ages 3-11 relative to practice without feedback, with 93% of reviewed papers reporting at least one positive effect - Corrective feedback largely benefits children ages 3-11 relative to practice without feedback, with 93% of reviewed papers reporting at least one positive effect
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests - Meta-analyses of corrective-feedback studies find a significant effect of correcting learners' L2 errors on target-language development, still present at delayed posttests.
• Corrective feedback plus either GLA significantly improved students' safety behavior in VR, with no difference between re-experiencing and self-explaining - Corrective feedback plus either GLA significantly improved students' safety behavior in VR, with no difference between re-experiencing and self-explaining
• Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods - Corrective feedback treatment and time interact significantly in shaping wh-question learning gains across the three testing periods
• Corrective Reading produced statistically significant positive effects on oral reading fluency in a randomized controlled trial of third-grade struggling readers - Corrective Reading produced statistically significant positive effects on oral reading fluency in a randomized controlled trial of third-grade struggling readers
• Corrective Reading showed no statistically significant effects on reading comprehension outcomes - Corrective Reading showed no statistically significant effects on reading comprehension outcomes
• Corrective Reading showed statistically significant positive effects on two of four alphabetics outcomes, but the alphabetics domain average effect was neither significant nor substantively important - Corrective Reading showed statistically significant positive effects on two of four alphabetics outcomes, but the alphabetics domain average effect was neither significant nor substantively important
• Corrective word-reading feedback effects depend on timing and reader skill: delayed feedback enhanced word-reading accuracy, and phonics feedback helped poor readers while better readers performed best with no feedback - Corrective word-reading feedback effects depend on timing and reader skill: delayed feedback enhanced word-reading accuracy, and phonics feedback helped poor readers while better readers performed bes
• Correctness Confidence did not significantly predict recall accuracy, contrary to the authors' hypothesis - Correctness Confidence did not significantly predict recall accuracy, contrary to the authors' hypothesis
• Correctness Confidence linearly predicts curiosity, with higher confidence in a guess associated with greater curiosity - Correctness Confidence linearly predicts curiosity, with higher confidence in a guess associated with greater curiosity
• Correctness of generated and classified examples during learning correlates selectively with posttest task performance - Correctness of generated and classified examples during learning correlates selectively with posttest task performance
• Correlation between initial ability and absolute improvement is negative but very small and unreliable in both groups - Correlation between initial ability and absolute improvement is negative but very small and unreliable in both groups
• Correlation magnitude rises with the standard deviation of mental age of the group, so cross-group comparisons of the two traits are spurious - Correlation magnitude rises with the standard deviation of mental age of the group, so cross-group comparisons of the two traits are spurious
• Correlational meta-analyses of learning styles and achievement average r = 0.24 but do not test or support the matching hypothesis - Correlational meta-analyses of learning styles and achievement average r = 0.24 but do not test or support the matching hypothesis
• Correlational studies using large international datasets find negative associations between inquiry-based investigation involvement and science achievement - Correlational studies using large international datasets find negative associations between inquiry-based investigation involvement and science achievement
• Correlations among cognitive load types partially contradict theory-based assumptions of the additivity hypothesis - Correlations among cognitive load types partially contradict theory-based assumptions of the additivity hypothesis
• Correlations among reading and reading-related measures were much lower than expected, indicating poor integration of skills in struggling adult readers - Correlations among reading and reading-related measures were much lower than expected, indicating poor integration of skills in struggling adult readers
• Correlations between Alpha and grades vary by class standing, lowest for graduates (r = .15) and highest for seniors (r = .38) - Correlations between Alpha and grades vary by class standing, lowest for graduates (r = .15) and highest for seniors (r = .38)
• Correlations between individual gains in code practice and gains in the tests were generally small and positive, with the largest correlation for the code-translation test and a slight negative correlation for Test 5 suggesting interference between translating into and from code. - Correlations between individual gains in code practice and gains in the tests were generally small and positive, with the largest correlation for the code-translation test and a slight negative correl
• Correlations between NRS and CS decrease slightly over time, being stronger in kindergarten than in Grade 1 - Correlations between NRS and CS decrease slightly over time, being stronger in kindergarten than in Grade 1
• Correlations between performance on different intellectual tasks fail to reach 1.00, indicating specialization of intelligence - Correlations between performance on different intellectual tasks fail to reach 1.00, indicating specialization of intelligence
• Correlations between the number of prompt mistakes and number of messages sent were non-significant or weak, giving little evidence that mistake count influenced prompting effort - Correlations between the number of prompt mistakes and number of messages sent were non-significant or weak, giving little evidence that mistake count influenced prompting effort
• Correlations between two forms of the same test (up to 0.94, averaging 0.83 in Colvin's data) far exceed between-test correlations, casting doubt that different 'general intelligence tests' measure the same element - Correlations between two forms of the same test (up to 0.94, averaging 0.83 in Colvin's data) far exceed between-test correlations, casting doubt that different 'general intelligence tests' measure th
• Correlations between two series of mirror-reading tests on the same 16 subjects range widely depending on how errors are scored, from .087 to .700. - Correlations between two series of mirror-reading tests on the same 16 subjects range widely depending on how errors are scored, from .087 to .700.
• Cortical thinning in anterior and superior frontal cortex is associated with better arithmetic achievement across all children - Cortical thinning in anterior and superior frontal cortex is associated with better arithmetic achievement across all children
• Cosine similarity has opposing effects on LLM coding accuracy: lower similarity within codebooks helps, higher similarity within excerpts helps - Cosine similarity has opposing effects on LLM coding accuracy: lower similarity within codebooks helps, higher similarity within excerpts helps
• Cost analyses find community schools return $3 to $15 for every dollar spent - Cost analyses find community schools return $3 to $15 for every dollar spent
• Cost function analysis indicates substantially higher spending is needed for equal opportunity: weights of 2.49 for first-generation and 2.63 for students older than 24 - Cost function analysis indicates substantially higher spending is needed for equal opportunity: weights of 2.49 for first-generation and 2.63 for students older than 24
• Cost, inflexible formats, and misalignment with goals or industry demand are reported barriers to educational and training opportunities - Cost, inflexible formats, and misalignment with goals or industry demand are reported barriers to educational and training opportunities
• Cost-benefit research suggests returns of up to $15 in social value and economic benefits per dollar spent on school-based wraparound services - Cost-benefit research suggests returns of up to $15 in social value and economic benefits per dollar spent on school-based wraparound services
• CoTAL improves GPT-4 scoring agreement with human scorers on the Rules Task, raising average subscore QWK from 0.826 to 0.916 (a 10.9% gain) over a non-prompt-engineered baseline - CoTAL improves GPT-4 scoring agreement with human scorers on the Rules Task, raising average subscore QWK from 0.826 to 0.916 (a 10.9% gain) over a non-prompt-engineered baseline
• CoTAL reduced false positives in Rules Task subscore predictions from 7 to 1 while increasing false negatives by only 1, via active-learning targeting of persistent errors - CoTAL reduced false positives in Rules Task subscore predictions from 7 to 1 while increasing false negatives by only 1, via active-learning targeting of persistent errors
• Counselors exposed to 'sex trafficking' labels reported more victimization-oriented attitudes than counselors exposed to 'prostitute' labels - Counselors exposed to 'sex trafficking' labels reported more victimization-oriented attitudes than counselors exposed to 'prostitute' labels
• Counselors without prior training on prostitution/sex trafficking endorsed more stigmatizing beliefs and more rape myths - Counselors without prior training on prostitution/sex trafficking endorsed more stigmatizing beliefs and more rape myths
• Counter rises in both revision conditions, Endorse rises in peer-feedback revisions but declines in AI revisions, and Pronounce declines in both - Counter rises in both revision conditions, Endorse rises in peer-feedback revisions but declines in AI revisions, and Pronounce declines in both
• Counterbalancing test forms across home and school settings neutralized the practice effect - Counterbalancing test forms across home and school settings neutralized the practice effect
• Counterfactual fine-tuning reduces sentiment bias in LLM-generated forum replies - Counterfactual fine-tuning reduces sentiment bias in LLM-generated forum replies
• Counterfactual probabilities of necessity and sufficiency quantify the causal effect of hints and skills on task performance - Counterfactual probabilities of necessity and sufficiency quantify the causal effect of hints and skills on task performance
• Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data - Counting and cardinality shows the highest correlation with fifth grade mathematics achievement, followed by patterning, geometry, and measurement and data
• Counting-string intrusion errors are as common in LA-Severe Fact Retrieval children as in children with MLD, but decline across grades only for the MLD group - Counting-string intrusion errors are as common in LA-Severe Fact Retrieval children as in children with MLD, but decline across grades only for the MLD group
• Countries vary significantly in mean levels of school belonging, with some (e.g., Spain, Austria) high and others (e.g., Russia, Brunei Darussalam) alarmingly low - Countries vary significantly in mean levels of school belonging, with some (e.g., Spain, Austria) high and others (e.g., Russia, Brunei Darussalam) alarmingly low
• Countries with Accentuated Teacher-Led Synchronous Instruction showed better PISA 2022 performance than countries with Accentuated Instructional Disruption across all domains, with modest effects - Countries with Accentuated Teacher-Led Synchronous Instruction showed better PISA 2022 performance than countries with Accentuated Instructional Disruption across all domains, with modest effects
• Country and school level moderate the relationship between CMSE and many correlates - Country and school level moderate the relationship between CMSE and many correlates
• Country classifications of control type differ sharply by domain: mixed control dominates assessment, internal control dominates curriculum - Country classifications of control type differ sharply by domain: mixed control dominates assessment, internal control dominates curriculum
• Country context differentially predicts GenAI concerns: Qatari teachers report higher plagiarism concern and Indian teachers lower creativity concern than U.S. teachers - Country context differentially predicts GenAI concerns: Qatari teachers report higher plagiarism concern and Indian teachers lower creativity concern than U.S.
• Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91) - Country differences in reported levels of use of instructional practices were highly consistent across TIMSS waves (ClassListen r = .70; ClassDaily r = .91)
• Country of publication moderates multigrade cognitive effects, with a small negative effect only for European studies - Country of publication moderates multigrade cognitive effects, with a small negative effect only for European studies
• Country SES moderates the linguistic-skill-to-reading paths, with stronger phonological-awareness and vocabulary associations in developed countries, but does not moderate the direct SES-reading paths - Country SES moderates the linguistic-skill-to-reading paths, with stronger phonological-awareness and vocabulary associations in developed countries, but does not moderate the direct SES-reading paths
• Country significantly moderates the gender gap in L2 achievement, favoring females in China and males in Türkiye - Country significantly moderates the gender gap in L2 achievement, favoring females in China and males in Türkiye
• Country, marginalized group membership, school level, and publication type were tested as moderators of racial climate–belonging associations - Country, marginalized group membership, school level, and publication type were tested as moderators of racial climate–belonging associations
• Country-level ICT career aspirations increased globally but unevenly between PISA 2018 and 2022, with most systems showing moderate gains and a minority declining - Country-level ICT career aspirations increased globally but unevenly between PISA 2018 and 2022, with most systems showing moderate gains and a minority declining
• County differences in TK uptake and population size translate into varying hiring needs, with the five largest counties accounting for over half of increased demand - County differences in TK uptake and population size translate into varying hiring needs, with the five largest counties accounting for over half of increased demand
• Coursault's 1920 book attempts to harmonize the psycho-physical organism view of man with the teleological view, stressing values and purposes over information - Coursault's 1920 book attempts to harmonize the psycho-physical organism view of man with the teleological view, stressing values and purposes over information
• Course availability can disrupt community college students' educational trajectories - Course availability can disrupt community college students' educational trajectories
• Course completion effects differed by subject: reduced DFW in Government and reduced dropping in Microeconomics - Course completion effects differed by subject: reduced DFW in Government and reduced dropping in Microeconomics
• Course Context Raised an LLM Grader's Agreement on Terse Answers and Lowered It on Long Ones
• Course design created frictions: undeclared programming prerequisites, copied AI-generated tutorial solutions, intimidating blackboard turns, and AI-guessing cycles for students lacking evaluation knowledge - Course design created frictions: undeclared programming prerequisites, copied AI-generated tutorial solutions, intimidating blackboard turns, and AI-guessing cycles for students lacking evaluation kno
• Course development satisfaction and AI proficiency add incremental explained variance beyond demographics, with the largest contribution to academic adjustment (R2 = 0.240) - Course development satisfaction and AI proficiency add incremental explained variance beyond demographics, with the largest contribution to academic adjustment (R2 = 0.240)
• Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data - Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data
• Course dropout was linked to lower SES, lower high school GPA, lower participation in preparatory math courses, and less adaptive initial motivations - Course dropout was linked to lower SES, lower high school GPA, lower participation in preparatory math courses, and less adaptive initial motivations
• Course grades and GPA predict high school and college outcomes better than standardized test scores or coursework - Course grades and GPA predict high school and college outcomes better than standardized test scores or coursework
• Course grades are more predictive than standardized test scores of high school and college success - Course grades are more predictive than standardized test scores of high school and college success
• Course grades of students in grades 4-8 declined during remote and hybrid learning relative to pre-pandemic years - Course grades of students in grades 4-8 declined during remote and hybrid learning relative to pre-pandemic years
• Course major moderates the predictive effects on Gen Z students' AI adoption - Course major moderates the predictive effects on Gen Z students' AI adoption
• Course performance indicators predict ELL graduation better than ELL-specific indicators such as proficiency level or education interruptions - Course performance indicators predict ELL graduation better than ELL-specific indicators such as proficiency level or education interruptions
• Course prediction achieves modest classification metrics (F1 0.4432) yet the auxiliary task regularizes representations and improves grade prediction - Course prediction achieves modest classification metrics (F1 0.4432) yet the auxiliary task regularizes representations and improves grade prediction
• Course sections given guided reflection assignments wrote roughly twice as much reflection as sections given free assignments - Course sections given guided reflection assignments wrote roughly twice as much reflection as sections given free assignments
• Course shutouts increased transfer rates to nearby, potentially less-desirable two-year colleges - Course shutouts increased transfer rates to nearby, potentially less-desirable two-year colleges
• Course syllabi anthropomorphize GenAI — 39% attribute living characteristics such as a GenAI Assistant — a theme absent from institutional guidelines - Course syllabi anthropomorphize GenAI — 39% attribute living characteristics such as a GenAI Assistant — a theme absent from institutional guidelines
• Course syllabi name specific GenAI tools — ChatGPT in 90 of 98 — while institutional guidelines contain no code for specific tools - Course syllabi name specific GenAI tools — ChatGPT in 90 of 98 — while institutional guidelines contain no code for specific tools
• Course titles in educational psychology vary widely, with General Educational Psychology (45), Mental Tests (17), and Genetic Psychology (16) the most common names - Course titles in educational psychology vary widely, with General Educational Psychology (45), Mental Tests (17), and Genetic Psychology (16) the most common names
• Course users create their journal entries earlier relative to the daily notification, while assistant access shows no significant timing effect - Course users create their journal entries earlier relative to the daily notification, while assistant access shows no significant timing effect
• Course-based emphasis on reframing and stakeholder inquiry shifts pre-service teachers toward informed-designer stances
• Course-based research experience boundary objects support disciplinary integration and authentic research networks
• Course-level sample truncation can produce M-bias that helps explain difficult-to-interpret negative associations between LMS behaviour and student success - Course-level sample truncation can produce M-bias that helps explain difficult-to-interpret negative associations between LMS behaviour and student success
• Course-related humour is positively correlated and course-unrelated humour negatively correlated with students' perceptions of instructional interestingness and intrinsic motivation - Course-related humour is positively correlated and course-unrelated humour negatively correlated with students' perceptions of instructional interestingness and intrinsic motivation
• Course-specific test volumes dropped sharply in spring 2020 and hit record highs in 2021/22 - Course-specific test volumes dropped sharply in spring 2020 and hit record highs in 2021/22
• Coursemojo use was associated with higher STAAR reading and NWEA MAP scores in a Texas quasi-experiment - Coursemojo use was associated with higher STAAR reading and NWEA MAP scores in a Texas quasi-experiment
• Courses with a low number of forum interactions show inconsistent participation-dimension results, while eigenvector centrality remains robust there. - Courses with a low number of forum interactions show inconsistent participation-dimension results, while eigenvector centrality remains robust there.
• Courses with higher average time-on-task exhibit greater variability in their weekly workload evolution - Courses with higher average time-on-task exhibit greater variability in their weekly workload evolution
• Courses with higher-order learning objectives use and emphasize GAI skills more across its roles - Courses with higher-order learning objectives use and emphasize GAI skills more across its roles
• Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice - Courseware can bridge gateway math learning gaps through tailored tutorials, study tools, diagnostics, and targeted practice
• Courseware impact varied by context: positive on average in 4-year institutions but insignificant in 2-year colleges, more positive in biology, psychology, and math/statistics, and positive when the comparison course was face-to-face rather than the same modality. - Courseware impact varied by context: positive on average in 4-year institutions but insignificant in 2-year colleges, more positive in biology, psychology, and math/statistics, and positive when the c
• Coursework hour requirements varied widely across certification programs and did not consistently differ by route - Coursework hour requirements varied widely across certification programs and did not consistently differ by route
• Covert attention enhances fine spatial discrimination (orientation d′) within the foveola with high selectivity across 20′ separations - Covert attention enhances fine spatial discrimination (orientation d′) within the foveola with high selectivity across 20′ separations
• Covert attention facilitates detection within the foveola at locations only 20 arcminutes apart, with an effect similar in magnitude to the parafovea - Covert attention facilitates detection within the foveola at locations only 20 arcminutes apart, with an effect similar in magnitude to the parafovea
• Covert retrieval is the most time-efficient practice strategy, yielding the largest gains per minute of practice for both terms and definitions - Covert retrieval is the most time-efficient practice strategy, yielding the largest gains per minute of practice for both terms and definitions
• COVID-19 closures left schools and districts serving 55.1 million students in an unprecedented time - COVID-19 closures left schools and districts serving 55.1 million students in an unprecedented time
• COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then - COVID-19 learning deficits arose early in the pandemic and have neither closed nor substantially widened since then
• COVID-19 restrictions inhibited implementation of later activities in the learning sequence - COVID-19 restrictions inhibited implementation of later activities in the learning sequence
• COVID-19 school closures caused approximately 70% attrition on the primary outcome, limiting the trial's power to detect effects - COVID-19 school closures caused approximately 70% attrition on the primary outcome, limiting the trial's power to detect effects
• Covid-19 school closures depressed student achievement on average by about 0.19 standard deviations - Covid-19 school closures depressed student achievement on average by about 0.19 standard deviations
• COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist - COVID-19 school closures highlighted the need to understand promising remote learning strategies when no classroom alternatives exist
• COVID-19 school closures in Pennsylvania are likely to have caused substantial learning losses, with harms concentrated in populations also disproportionately harmed by the disease - COVID-19 school closures in Pennsylvania are likely to have caused substantial learning losses, with harms concentrated in populations also disproportionately harmed by the disease
• COVID-19 school closures will likely impact student academic achievement - COVID-19 school closures will likely impact student academic achievement
• COVID-19 third-grade school closures in Southern Germany showed no significant short-term or long-term effect on reading fluency - COVID-19 third-grade school closures in Southern Germany showed no significant short-term or long-term effect on reading fluency
• COVID-19 widened the socio-economic performance gap on average, deteriorating more among disadvantaged students, significantly in mathematics and science - COVID-19 widened the socio-economic performance gap on average, deteriorating more among disadvantaged students, significantly in mathematics and science
• COVID-19-related school closures in spring 2020 had a negative overall effect on student achievement (median −0.08 SD across eleven studies) - COVID-19-related school closures in spring 2020 had a negative overall effect on student achievement (median −0.08 SD across eleven studies)
• Cowan's three-factor embedded processes model fit young children's working memory data slightly better than Baddeley and Hitch's three-factor model and decisively better than Baddeley's four-factor episodic buffer model - Cowan's three-factor embedded processes model fit young children's working memory data slightly better than Baddeley and Hitch's three-factor model and decisively better than Baddeley's four-factor ep
• CPIG's iterative exemplar selection consistently improves the originality of LLM responses to generated CPS items by the last round of item generation - CPIG's iterative exemplar selection consistently improves the originality of LLM responses to generated CPS items by the last round of item generation
• CPS alumni college completion (48%) remains below the national average (64%), with 56% of immediate four-year and 32% of immediate two-year enrollees completing within six years - CPS alumni college completion (48%) remains below the national average (64%), with 56% of immediate four-year and 32% of immediate two-year enrollees completing within six years
• CPS and IPS raised electromagnetism concept-test performance equally, so CPS's advantage was specific to problem-solving performance - CPS and IPS raised electromagnetism concept-test performance equally, so CPS's advantage was specific to problem-solving performance
• CPS benefited low-achievers significantly more than IPS on problem-solving, closing the gap with high-achievers, while high-achievers gained equally from both - CPS benefited low-achievers significantly more than IPS on problem-solving, closing the gap with high-achievers, while high-achievers gained equally from both
• CPS class of 2020 graduates enrolled in four-year colleges at rates similar to previous cohorts (41.8% in 2019 vs. 40.8% in 2020) - CPS class of 2020 graduates enrolled in four-year colleges at rates similar to previous cohorts (41.8% in 2019 vs.
• CPS class of 2024 students reached near-record highs in high school graduation (84%) and immediate college enrollment (66%), on par with national averages - CPS class of 2024 students reached near-record highs in high school graduation (84%) and immediate college enrollment (66%), on par with national averages
• CPS concentrated CCL resources in a subset of schools with numerous CTE programs of study - CPS concentrated CCL resources in a subset of schools with numerous CTE programs of study
• CPS currently lacks internal capacity to conduct substantial research, evaluation, or systematic use of data to improve teaching and learning - CPS currently lacks internal capacity to conduct substantial research, evaluation, or systematic use of data to improve teaching and learning
• CPS elementary ITBS scores improved across the 1990s in both reading and math for all age groups, but trend gains flattened after 1998 - CPS elementary ITBS scores improved across the 1990s in both reading and math for all age groups, but trend gains flattened after 1998
• CPS elementary school productivity improvements stalled after 1997, with no evidence of significant productivity growth since then - CPS elementary school productivity improvements stalled after 1997, with no evidence of significant productivity growth since then
• CPS eleventh-grade PSAE participation in 2004 fell below the NCLB 95 percent requirement even after counting alternative assessments - CPS eleventh-grade PSAE participation in 2004 fell below the NCLB 95 percent requirement even after counting alternative assessments
• CPS four-year completion rates rose 7 percentage points over ten years while enrollees nearly doubled, but remained far below six-year rates - CPS four-year completion rates rose 7 percentage points over ten years while enrollees nearly doubled, but remained far below six-year rates
• CPS four-year high school graduation rose to 84.0% in 2022, the highest rate in recent history, after a slight pandemic-related decline in 2021 - CPS four-year high school graduation rose to 84.0% in 2022, the highest rate in recent history, after a slight pandemic-related decline in 2021
• CPS Freshman OnTrack rates rose 24 percentage points, from 64 percent for the Class of 2006 to 88 percent for the Class of 2019 - CPS Freshman OnTrack rates rose 24 percentage points, from 64 percent for the Class of 2006 to 88 percent for the Class of 2019
• CPS Freshman OnTrack rates rose 28 percentage points from 61 percent (2007) to 89 percent (2019), then flattened in recent years - CPS Freshman OnTrack rates rose 28 percentage points from 61 percent (2007) to 89 percent (2019), then flattened in recent years
• CPS Freshman OnTrack rates rose from 58 to 89 percent between 2007 and 2017 while graduation rates rose 19 percentage points - CPS Freshman OnTrack rates rose from 58 to 89 percent between 2007 and 2017 while graduation rates rose 19 percentage points
• CPS graduates took more than 6,000 distinct post-secondary paths, so continuous enrollment at one college was not the standard route to a credential - CPS graduates took more than 6,000 distinct post-secondary paths, so continuous enrollment at one college was not the standard route to a credential
• CPS graduates with higher ACT scores had higher overall and four-year enrollment rates, and at least an ACT score of 18 gave at least a 50 percent probability of four-year enrollment - CPS graduates with higher ACT scores had higher overall and four-year enrollment rates, and at least an ACT score of 18 gave at least a 50 percent probability of four-year enrollment
• CPS graduates' four-year college graduation rate remained roughly constant over seven years (46 to 48 percent) and well below the national rate - CPS graduates' four-year college graduation rate remained roughly constant over seven years (46 to 48 percent) and well below the national rate
• CPS graduates' grades are fairly consistent across high schools for students with similar test scores, challenging the myth that an A means less at lower-performing schools - CPS graduates' grades are fairly consistent across high schools for students with similar test scores, challenging the myth that an A means less at lower-performing schools
• CPS graduates' grades predicted college enrollment: graduates needed at least a 2.5 GPA for close to a 50 percent likelihood of enrolling in a four-year college - CPS graduates' grades predicted college enrollment: graduates needed at least a 2.5 GPA for close to a 50 percent likelihood of enrolling in a four-year college
• CPS graduates' qualifications improved: students graduating with at least a 3.0 core GPA rose from 21 to 32 percent between 2006 and 2015 - CPS graduates' qualifications improved: students graduating with at least a 3.0 core GPA rose from 21 to 32 percent between 2006 and 2015
• CPS graduation rates increased by 22.4 percentage points over 16 years, from 52.4 percent among students who turned 19 in 1998 to 74.8 percent in 2014 - CPS graduation rates increased by 22.4 percentage points over 16 years, from 52.4 percent among students who turned 19 in 1998 to 74.8 percent in 2014
• CPS has two distinct truancy problems—full-day absenteeism and class cutting—and about 40 percent of extreme truancy occurs through class cutting - CPS has two distinct truancy problems—full-day absenteeism and class cutting—and about 40 percent of extreme truancy occurs through class cutting
• CPS high school graduation rates rose from 57 percent to 74 percent between 2006 and 2016 - CPS high school graduation rates rose from 57 percent to 74 percent between 2006 and 2016
• CPS high school graduation rates show large gaps by race/ethnicity and gender, with young men graduating at lower rates than young women within every race/ethnicity group - CPS high school graduation rates show large gaps by race/ethnicity and gender, with young men graduating at lower rates than young women within every race/ethnicity group
• CPS immediate college enrollment rate outperforms the most recent national rate by 5 percentage points (66% vs. 61%) - CPS immediate college enrollment rate outperforms the most recent national rate by 5 percentage points (66% vs.
• CPS learning gains were consistently higher in all grades in 1996 than in 1994, but 1999 gains declined slightly relative to 1997 in all grades except third, suggesting productivity gains may have peaked - CPS learning gains were consistently higher in all grades in 1996 than in 1994, but 1999 gains declined slightly relative to 1997 in all grades except third, suggesting productivity gains may have pea
• CPS mentor teachers were more qualified than other teachers, but their qualifications were generally unrelated to student teachers' preparedness or first-year performance - CPS mentor teachers were more qualified than other teachers, but their qualifications were generally unrelated to student teachers' preparedness or first-year performance
• CPS neighborhood IB DP students were 40 percent more likely to attend a four-year college and 50 percent more likely to attend a more selective college than a matched comparison group - CPS neighborhood IB DP students were 40 percent more likely to attend a four-year college and 50 percent more likely to attend a more selective college than a matched comparison group
• CPS ninth-grade math category families typically contained many tasks per semester—about 11 in assessments and 28 in assignments—except weekly categories, which typically contained only four tasks - CPS ninth-grade math category families typically contained many tasks per semester—about 11 in assessments and 28 in assignments—except weekly categories, which typically contained only four tasks
• CPS ninth-grade math final grade distributions show sharp peaks at 60, 70, 80, and 90 points, with students on the cusp between two grades much more likely to receive the higher grade - CPS ninth-grade math final grade distributions show sharp peaks at 60, 70, 80, and 90 points, with students on the cusp between two grades much more likely to receive the higher grade
• CPS officials and CBO leaders intended the WSS Framework to ground safety plans in community perspectives, facilitate power-sharing, and redefine school safety - CPS officials and CBO leaders intended the WSS Framework to ground safety plans in community perspectives, facilitate power-sharing, and redefine school safety
• CPS principals' overall use of technology in their work rose dramatically between 2001 and 2005 - CPS principals' overall use of technology in their work rose dramatically between 2001 and 2005
• CPS sharply reduced the number of non-graded (grade 20) special education students of grades 3-8 age, from 6,180 in 1992 to 773 in 1999 - CPS sharply reduced the number of non-graded (grade 20) special education students of grades 3-8 age, from 6,180 in 1992 to 773 in 1999
• CPS skill profiles of 166 students fell into three groups and yielded five distinguishable pair compositions among the 83 working dyads - CPS skill profiles of 166 students fell into three groups and yielded five distinguishable pair compositions among the 83 working dyads
• CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores - CPS students make smaller improvements on sequential EPAS tests from grade to grade than students nationally with the same prior scores
• CPS students proposed better problem-solving solutions and allocated more time to solutions, evidence-based reasoning, and simulation/data recording than IPS students - CPS students proposed better problem-solving solutions and allocated more time to solutions, evidence-based reasoning, and simulation/data recording than IPS students
• CPS students with an IEP related to a learning disability graduated at a rate approaching the district average, while students with an IEP related to another disability graduated at 54.7% - CPS students with an IEP related to a learning disability graduated at a rate approaching the district average, while students with an IEP related to another disability graduated at 54.7%
• CPS students' ACT scores fall below both their college aspirations and their own expectations, and most interviewed students scored lower than they expected - CPS students' ACT scores fall below both their college aspirations and their own expectations, and most interviewed students scored lower than they expected
• CPS students' core GPAs continue to decline between eighth and ninth grade despite steady improvement in both eighth- and ninth-grade grades - CPS students' core GPAs continue to decline between eighth and ninth grade despite steady improvement in both eighth- and ninth-grade grades
• CPS's Bachelor's Degree Attainment Index rose 7 percentage points, from 11 percent for 2006 ninth-graders to 18 percent for 2016 ninth-graders - CPS's Bachelor's Degree Attainment Index rose 7 percentage points, from 11 percent for 2006 ninth-graders to 18 percent for 2016 ninth-graders
• CPS's four-year high school graduation rate reached a record 85.0% in 2023, up about one percentage point from 84.1% in 2022 - CPS's four-year high school graduation rate reached a record 85.0% in 2023, up about one percentage point from 84.1% in 2022
• Cramming was negatively correlated with spacing (r = -0.54) and with all other learning strategies investigated - Cramming was negatively correlated with spacing (r = -0.54) and with all other learning strategies investigated
• CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality - CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post - CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post
• CREATE improves students' fluency immediately after the intervention relative to control - CREATE improves students' fluency immediately after the intervention relative to control
• CREATE improves students' originality immediately after the intervention across all three originality scoring methods - CREATE improves students' originality immediately after the intervention across all three originality scoring methods
• CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students - CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students
• Creating and leading professional learning for colleagues enhances teacher leaders' sense of professionalism and efficacy - Creating and leading professional learning for colleagues enhances teacher leaders' sense of professionalism and efficacy
• Creating and leading professional learning for colleagues increases teacher leaders' sense of professional efficacy - Creating and leading professional learning for colleagues increases teacher leaders' sense of professional efficacy
• Creating community and interacting with students online required deliberate, planned effort unlike spontaneous face-to-face co-presence - Creating community and interacting with students online required deliberate, planned effort unlike spontaneous face-to-face co-presence
• Creating computational literature develops computational literacy even when code modification is minor
• Creating products as part of problem-driven learning does not change its effect on motivation - Creating products as part of problem-driven learning does not change its effect on motivation
• Creative and conventional metaphors are anchored in different patterns of cognitive abilities - Creative and conventional metaphors are anchored in different patterns of cognitive abilities
• Creative Inquiry course produced a significant increase in participants' creative self-efficacy - Creative Inquiry course produced a significant increase in participants' creative self-efficacy
• Creative performance tasks in domain-general studies are artificial, experimenter-designed, and limited to little-c creativity among students - Creative performance tasks in domain-general studies are artificial, experimenter-designed, and limited to little-c creativity among students
• Creative performance weakly predicts metacognitive judgments, with perceived difficulty and task interest serving as additional cues - Creative performance weakly predicts metacognitive judgments, with perceived difficulty and task interest serving as additional cues
• Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not replicate - Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not
• Creativity (divergent thinking ability) is predicted by both updating and inhibition, but not by shifting ability. - Creativity (divergent thinking ability) is predicted by both updating and inhibition, but not by shifting ability.
• Creativity correlates strongly with mathematics achievement in school (r = .47), more so in elementary than in high school
• Creativity estimate significantly predicts levels solved and silver coins but not gold coins, controlling for pretest - Creativity estimate significantly predicts levels solved and silver coins but not gold coins, controlling for pretest
• Creativity estimate significantly predicts physics learning and game enjoyment - Creativity estimate significantly predicts physics learning and game enjoyment
• Creativity in IDC starts with imitation, which the commentary argues hatches rather than opposes creation - Creativity in IDC starts with imitation, which the commentary argues hatches rather than opposes creation
• Creativity research increasingly relies on self-reports, which correlate little or not at all with creative performance - Creativity research increasingly relies on self-reports, which correlate little or not at all with creative performance
• Creativity, crystallized intelligence, fluid intelligence and executive functions are all correlated in children aged 8 to 13 - Creativity, crystallized intelligence, fluid intelligence and executive functions are all correlated in children aged 8 to 13
• Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) - Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850)
• Creativity-supportive school climates combine autonomy, psychological safety, teacher encouragement, and rich resources - Creativity-supportive school climates combine autonomy, psychological safety, teacher encouragement, and rich resources
• CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity - CREDO's new race/ethnicity approach estimates full annual growth per group without benchmarking against any race/ethnicity
• CRESST assessment tools show feasibility in evaluation data, but reliability and validity information is limited - CRESST assessment tools show feasibility in evaluation data, but reliability and validity information is limited
• Crisis-response training such as lockdown and Run-Hide-Fight can save lives but does not prevent school shootings - Crisis-response training such as lockdown and Run-Hide-Fight can save lives but does not prevent school shootings
• Criterion measures, attitudes towards learning English, instrumentality promotion, and ideal L2 self are the strongest predictors of L2 self-efficacy - Criterion measures, attitudes towards learning English, instrumentality promotion, and ideal L2 self are the strongest predictors of L2 self-efficacy
• Criterion validity testing related QCGE-SAS subscale correlations and a regression on objectively graded group products for a laboratory subsample - Criterion validity testing related QCGE-SAS subscale correlations and a regression on objectively graded group products for a laboratory subsample
• Criterion-referenced test items should represent skills essential to learning to read and be arranged in the hierarchy used for teaching - Criterion-referenced test items should represent skills essential to learning to read and be arranged in the hierarchy used for teaching
• Criterion-referenced tests indicate whether a particular skill or objective has been achieved rather than comparing performance to other test takers - Criterion-referenced tests indicate whether a particular skill or objective has been achieved rather than comparing performance to other test takers
• Criterion-referenced tests require empirically-based construct validation studies - Criterion-referenced tests require empirically-based construct validation studies
• Critical AI literacy emerged as both a learning-design goal and a condition of teachers' professional mediation - Critical AI literacy emerged as both a learning-design goal and a condition of teachers' professional mediation
• Critical constructive feedback is neglected at multiple, independently measurable processing stages
• Critical culturalized comprehension is reasoning engaged to resist or recast textual values into counternarratives - Critical culturalized comprehension is reasoning engaged to resist or recast textual values into counternarratives
• Critical discourse analysis of 49 educator Reddit posts identifies seven forms of academic erasure in AI-supported writing - Critical discourse analysis of 49 educator Reddit posts identifies seven forms of academic erasure in AI-supported writing
• Critical disposition is least spontaneous when confronting one's most basic prejudices or deeply held convictions - Critical disposition is least spontaneous when confronting one's most basic prejudices or deeply held convictions
• Critical science education requires explicit attention to philosophy of science and rival theories - Critical science education requires explicit attention to philosophy of science and rival theories
• Critical speculative design pedagogy supports critical consciousness and justice-oriented sensemaking in science
• Critical thinking and human–AI collaboration quality jointly form a significant serial indirect pathway from GenAI dependence to research creativity, larger for functional than existential dependence - Critical thinking and human–AI collaboration quality jointly form a significant serial indirect pathway from GenAI dependence to research creativity, larger for functional than existential dependence
• Critical thinking disposition showed significant positive main effects on motivation and learning outcomes across all dialogue formats, with no format interaction - Critical thinking disposition showed significant positive main effects on motivation and learning outcomes across all dialogue formats, with no format interaction
• Critical thinking disposition subscales jointly explain about 14% of contemporary educational philosophy preference, with innovation the only significant predictor - Critical thinking disposition subscales jointly explain about 14% of contemporary educational philosophy preference, with innovation the only significant predictor
• Critical thinking improvement differed by proficiency level: high-level students gained 18%, intermediate 12%, and low-level 8%, with asymmetric feedback adaptation - Critical thinking improvement differed by proficiency level: high-level students gained 18%, intermediate 12%, and low-level 8%, with asymmetric feedback adaptation
• Critical thinking instruction transfers better when taught alongside academic content than as a standalone subject - Critical thinking instruction transfers better when taught alongside academic content than as a standalone subject
• Critical thinking is the dominant indirect pathway linking functional GenAI dependence with research creativity, accounting for approximately 85% of its total indirect effect - Critical thinking is the dominant indirect pathway linking functional GenAI dependence with research creativity, accounting for approximately 85% of its total indirect effect
• Critical thinking skills can be significantly developed in early primary (grades 1-4), a level where evidence was scarce - Critical thinking skills can be significantly developed in early primary (grades 1-4), a level where evidence was scarce
• Critical thinking, problem solving, and decision making appear in all seven reviewed frameworks - Critical thinking, problem solving, and decision making appear in all seven reviewed frameworks
• Critical-ethical awareness plays a dual role: it negatively predicts general GenAI reliance but positively predicts shortcut reliance - Critical-ethical awareness plays a dual role: it negatively predicts general GenAI reliance but positively predicts shortcut reliance
• Critics argue experiential learning's weaknesses lie in the reflective observation phase; the authors counter that trainers can develop observation skills - Critics argue experiential learning's weaknesses lie in the reflective observation phase; the authors counter that trainers can develop observation skills
• Critiquing problematic inquiry cases before virtual-lab inquiry augments the effect of virtual labs on middle school students' scientific literacy more than teacher demonstration - Critiquing problematic inquiry cases before virtual-lab inquiry augments the effect of virtual labs on middle school students' scientific literacy more than teacher demonstration
• Cromley and Azevedo's prompted strategy-use measure correlated .23–.74 with other measures and accounted for about 30% of comprehension variance on average - Cromley and Azevedo's prompted strategy-use measure correlated .23–.74 with other measures and accounted for about 30% of comprehension variance on average
• Cronbach's alpha does not generally indicate the reliability of knowledge tests because knowledge is a heterogeneous construct - Cronbach's alpha does not generally indicate the reliability of knowledge tests because knowledge is a heterogeneous construct
• Cronbach's alpha equals the reliability of the scale score under classical test theory, domain sampling, and generalizability theory, and should be interpreted as a reliability coefficient - Cronbach's alpha equals the reliability of the scale score under classical test theory, domain sampling, and generalizability theory, and should be interpreted as a reliability coefficient
• Cronbach's Alphas of knowledge tests vary widely, with a 90% prediction interval of [0.35, 0.96] - Cronbach's Alphas of knowledge tests vary widely, with a 90% prediction interval of [0.35, 0.96]
• Cross-age peer tutoring by either bilingual or English-only tutors shows no statistically significant effect on oral language proficiency (Serrano, 1987) - Cross-age peer tutoring by either bilingual or English-only tutors shows no statistically significant effect on oral language proficiency (Serrano, 1987)
• Cross-age tutoring effects on tutees do not significantly differ by number of sessions, tutor type, tutee risk type, or subject area - Cross-age tutoring effects on tutees do not significantly differ by number of sessions, tutor type, tutee risk type, or subject area
• Cross-age tutoring produces a small-to-moderate positive effect on academic outcomes for both tutors and tutees - Cross-age tutoring produces a small-to-moderate positive effect on academic outcomes for both tutors and tutees
• Cross-class super notes in Knowledge Forum prompt rise-above syntheses and serve as an epistemic ladder supporting deeper understanding - Cross-class super notes in Knowledge Forum prompt rise-above syntheses and serve as an epistemic ladder supporting deeper understanding
• Cross-classroom Super Talk built a multifaceted understanding of 'how people grow' that enriched discourse within each classroom - Cross-classroom Super Talk built a multifaceted understanding of 'how people grow' that enriched discourse within each classroom
• Cross-comparing theory, nine proficiency tests, and 25 coursebook tasks yields ten subskills shared between reading and listening, seven exclusive to reading, and four exclusive to listening - Cross-comparing theory, nine proficiency tests, and 25 coursebook tasks yields ten subskills shared between reading and listening, seven exclusive to reading, and four exclusive to listening
• Cross-country meta-analysis: meaning-directed, reproduction-directed and undirected patterns are universal, while application-directed, passive-idealistic and passive-motivational patterns are context-specific - Cross-country meta-analysis: meaning-directed, reproduction-directed and undirected patterns are universal, while application-directed, passive-idealistic and passive-motivational patterns are context
• Cross-cultural evidence: adults without a counting system fail to develop exact representations of numbers beyond 3 or 4 despite a normal ANS - Cross-cultural evidence: adults without a counting system fail to develop exact representations of numbers beyond 3 or 4 despite a normal ANS
• Cross-cultural measurement problems may bias psychosocial instruments translated across cultures - Cross-cultural measurement problems may bias psychosocial instruments translated across cultures
• Cross-cultural studies show Eastern children can outperform Western ones on creativity measures, and children with little schooling can show high divergent thinking - Cross-cultural studies show Eastern children can outperform Western ones on creativity measures, and children with little schooling can show high divergent thinking
• Cross-cultural study of university websites found similar technical features and audience-significant cultural emphases - Cross-cultural study of university websites found similar technical features and audience-significant cultural emphases
• Cross-domain creative success appears in some studies, but no reviewed study satisfies all three validity conditions for the domain-general hypothesis - Cross-domain creative success appears in some studies, but no reviewed study satisfies all three validity conditions for the domain-general hypothesis
• Cross-domain multivariate models showed mostly independent reading and math growth trajectories, with significant associations only between measures capturing similar skills - Cross-domain multivariate models showed mostly independent reading and math growth trajectories, with significant associations only between measures capturing similar skills
• Cross-grade score patterns show self-selection: lower-grade students taking a course-specific test tend to outperform students at the grade the course targets, and upper-grade students tend to underperform them. - Cross-grade score patterns show self-selection: lower-grade students taking a course-specific test tend to outperform students at the grade the course targets, and upper-grade students tend to underpe
• Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school - Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school
• Cross-lagged panel models revealed robust support for four transactional models of teacher- and student-reported closeness and teacher-reported conflict and dependency - Cross-lagged panel models revealed robust support for four transactional models of teacher- and student-reported closeness and teacher-reported conflict and dependency
• Cross-linguistic transfer is skill-specific: phonological awareness and print concepts are more likely to transfer across languages, while vocabulary and comprehension are more language-dependent - Cross-linguistic transfer is skill-specific: phonological awareness and print concepts are more likely to transfer across languages, while vocabulary and comprehension are more language-dependent
• Cross-model agreement on assertions is moderate (median 0.401) and higher among construct-derived than corpus-derived assertions - Cross-model agreement on assertions is moderate (median 0.401) and higher among construct-derived than corpus-derived assertions
• Cross-model validation shows consistent degradation under multi-strategy attack across Llama-3.3-70B, GPT-4o-mini, and Claude-3.5-Haiku, with significant differences between models - Cross-model validation shows consistent degradation under multi-strategy attack across Llama-3.3-70B, GPT-4o-mini, and Claude-3.5-Haiku, with significant differences between models
• Cross-school variability in the GPA treatment effect was significant while variability in the mindset treatment effect was not - Cross-school variability in the GPA treatment effect was significant while variability in the mindset treatment effect was not
• Cross-sectional advantages are largest for perception, multitasking, spatial cognition, and top-down attention - Cross-sectional advantages are largest for perception, multitasking, spatial cognition, and top-down attention
• Cross-sectional age relations show monotonic decline in fluid cognition (age-reasoning correlation about −0.40) but stability followed by decline for acquired knowledge - Cross-sectional age relations show monotonic decline in fluid cognition (age-reasoning correlation about −0.40) but stability followed by decline for acquired knowledge
• Cross-sectional measurements of children of the same age may yield spurious growth facts because of great individual differences - Cross-sectional measurements of children of the same age may yield spurious growth facts because of great individual differences
• Cross-sectional studies associate dependence-oriented conversational-AI scores with fatigue, lower critical thinking, procrastination, cognitive failures, and poorer well-being - Cross-sectional studies associate dependence-oriented conversational-AI scores with fatigue, lower critical thinking, procrastination, cognitive failures, and poorer well-being
• Cross-sector collaboration is less widespread among school leaders than central office administrators but is particularly strong among participants in grant-funded intensive leadership training or principal residency programs - Cross-sector collaboration is less widespread among school leaders than central office administrators but is particularly strong among participants in grant-funded intensive leadership training or pri
• Cross-sector committee members report that an organizing intermediary's structure made collaboration generative and productive - Cross-sector committee members report that an organizing intermediary's structure made collaboration generative and productive
• Cross-sector education partnerships that overcome common challenges are characterized by shared goals, mutually reinforcing activities, and effective communication - Cross-sector education partnerships that overcome common challenges are characterized by shared goals, mutually reinforcing activities, and effective communication
• Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation - Cross-sector leadership programs were widely viewed as the most successful collaboration grant activities, while limited grant time period and scope and lack of goal clarity hindered implementation
• Cross-site impact variation has implications for the statistical precision of multisite trials - Cross-site impact variation has implications for the statistical precision of multisite trials
• Cross-site standard deviations of ITT effects were estimated for education and workforce interventions using data from 16 large multisite randomized controlled trials - Cross-site standard deviations of ITT effects were estimated for education and workforce interventions using data from 16 large multisite randomized controlled trials
• Cross-term Foundational Skills scores were moderately correlated, with correlations ranging from 0.48 to 0.82 depending on domain and grade - Cross-term Foundational Skills scores were moderately correlated, with correlations ranging from 0.48 to 0.82 depending on domain and grade
• Cross-term WCPM score differences are more consistent across passage positions after equating, supporting progress monitoring - Cross-term WCPM score differences are more consistent across passage positions after equating, supporting progress monitoring
• Cross-validation in an independent Indiana sample was consistent with the primary-sample classification accuracy results - Cross-validation in an independent Indiana sample was consistent with the primary-sample classification accuracy results
• Cross-validation-selected hyperparameters generalized to the test set only for Situation and Clarity, with the other four dimensions showing CV–test misalignment - Cross-validation-selected hyperparameters generalized to the test set only for Situation and Clarity, with the other four dimensions showing CV–test misalignment
• Crowding effects, pre-cue dependence and set size effects each correlate significantly with reading and spelling measures - Crowding effects, pre-cue dependence and set size effects each correlate significantly with reading and spelling measures
• Crystallized intelligence predicts conventional metaphor quality, while Gf and Gr effects are small and nonsignificant - Crystallized intelligence predicts conventional metaphor quality, while Gf and Gr effects are small and nonsignificant
• CS achievement significantly predicts vibe-coding performance and remains a significant predictor after controlling for domain-general cognitive ability - CS achievement significantly predicts vibe-coding performance and remains a significant predictor after controlling for domain-general cognitive ability
• CS course offerings in CPS high schools more than doubled between 2009 and 2018, with 80 percent of schools offering at least one CS course by 2018 - CS course offerings in CPS high schools more than doubled between 2009 and 2018, with 80 percent of schools offering at least one CS course by 2018
• CS programs with higher structural curricular complexity have lower representation of women graduates (ANOVA across three representation groups) - CS programs with higher structural curricular complexity have lower representation of women graduates (ANOVA across three representation groups)
• CS/SE educators rate ANVIL analogies highly and animations as generally faithful, with disagreement concentrated in borderline and visual-clarity judgments - CS/SE educators rate ANVIL analogies highly and animations as generally faithful, with disagreement concentrated in borderline and visual-clarity judgments
• CS1 students tend to agree it is easier to solve problems by writing natural language prompts than by writing code (mean 3.80 on a five-point scale) - CS1 students tend to agree it is easier to solve problems by writing natural language prompts than by writing code (mean 3.80 on a five-point scale)
• CSC/CDP shows no discernible effects on academic achievement - CSC/CDP shows no discernible effects on academic achievement
• CSC/CDP shows no discernible effects on knowledge, attitudes, and values - CSC/CDP shows no discernible effects on knowledge, attitudes, and values
• CSCL collaboration scripts substantially improve domain-specific and collaborative-skill outcomes compared with unstructured CSCL - CSCL collaboration scripts substantially improve domain-specific and collaborative-skill outcomes compared with unstructured CSCL
• CSCL designers tend to leave gaps between the technical and social design of learning environments - CSCL designers tend to leave gaps between the technical and social design of learning environments
• CSCL environments in which students share external representations share characteristics that induce considerable cognitive load - CSCL environments in which students share external representations share characteristics that induce considerable cognitive load
• CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels - CSCL initiatives have produced sustainable educational change at classroom, school, and school-system levels
• CSCL needs to promote the inter-animation of complementary quantitative and qualitative perspectives rather than converge on a single ideal method. - CSCL needs to promote the inter-animation of complementary quantitative and qualitative perspectives rather than converge on a single ideal method.
• CSCL relations matter in two ways: interventions informed by empirical studies can support collaboration, and CSCL environments can foster key competencies - CSCL relations matter in two ways: interventions informed by empirical studies can support collaboration, and CSCL environments can foster key competencies
• CSCL research on collaboration through chat has primarily been studied in dyadic settings, leaving small group chat underexamined - CSCL research on collaboration through chat has primarily been studied in dyadic settings, leaving small group chat underexamined
• CSCL scripts have a medium significant positive effect on collaboration skills compared to unstructured collaborative learning - CSCL scripts have a medium significant positive effect on collaboration skills compared to unstructured collaborative learning
• CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning - CSCL scripts have a small significant positive effect on domain learning compared to unstructured collaborative learning
• CSCL should focus analytic attention on small-group interactions rather than individuals or society - CSCL should focus analytic attention on small-group interactions rather than individuals or society
• CSCL workshop participants concluded that building a single shared CSCL paradigm was neither feasible nor desirable, favoring maintained paradigm diversity - CSCL workshop participants concluded that building a single shared CSCL paradigm was neither feasible nor desirable, favoring maintained paradigm diversity
• CSE partially mediates anxiety's effect on PEU: the direct ANX–PEU path remains significant but weaker - CSE partially mediates anxiety's effect on PEU: the direct ANX–PEU path remains significant but weaker
• CSEBench items show adequate psychometric quality, with satisfactory difficulty, discrimination, and reliability for both diagnostic forms - CSEBench items show adequate psychometric quality, with satisfactory difficulty, discrimination, and reliability for both diagnostic forms
• CSPP pre-referral processes mirror the K-12 MTSS approach and apply fundamentally the same steps to ML and non-ML children - CSPP pre-referral processes mirror the K-12 MTSS approach and apply fundamentally the same steps to ML and non-ML children
• CSTAG training shifts staff knowledge and beliefs, improving threat-assessment accuracy and reducing support for zero-tolerance policies - CSTAG training shifts staff knowledge and beliefs, improving threat-assessment accuracy and reducing support for zero-tolerance policies
• CSU campuses implementing EO 1110 use corequisite support models in both math/quantitative reasoning and written communication courses, in three main configurations - CSU campuses implementing EO 1110 use corequisite support models in both math/quantitative reasoning and written communication courses, in three main configurations
• CSUB residency participants are more racially diverse than California's general teacher population and better reflect the diversity of CSUB's student body than other credentialing pathways - CSUB residency participants are more racially diverse than California's general teacher population and better reflect the diversity of CSUB's student body than other credentialing pathways
• CSUB teacher residency completers rate their programs highly, averaging 4.3 out of 5.0 on the 2021 CTC completer survey - CSUB teacher residency completers rate their programs highly, averaging 4.3 out of 5.0 on the 2021 CTC completer survey
• CT-specific qualification, experience and workload were not significantly associated with high CT centring knowledge scores in the international sample - CT-specific qualification, experience and workload were not significantly associated with high CT centring knowledge scores in the international sample
• CTAT shows robust psychometric properties for higher education CS/AI students, with reliable internal consistency and adequate IRT item parameters - CTAT shows robust psychometric properties for higher education CS/AI students, with reliable internal consistency and adequate IRT item parameters
• CTE course-taking generally has little or no effect on academic achievement, but math-enhanced CTE lessons significantly improved standardized math performance - CTE course-taking generally has little or no effect on academic achievement, but math-enhanced CTE lessons significantly improved standardized math performance
• CTE participation produces positive effects on completion, postsecondary transition, and earnings mainly when students complete three or more focused CTE courses, with effects strongest in technical fields - CTE participation produces positive effects on completion, postsecondary transition, and earnings mainly when students complete three or more focused CTE courses, with effects strongest in technical f
• CTE programs of study vary across CPS high schools and are more common on the south and west sides - CTE programs of study vary across CPS high schools and are more common on the south and west sides
• CTML-guided educator review of AI video scripts yields statistically significant improvements across all 12 CTML principles and overall instructional validity - CTML-guided educator review of AI video scripts yields statistically significant improvements across all 12 CTML principles and overall instructional validity
• CTT and MFRM yield a positive, perfect correlation between item difficulty indices for open-ended items under a crossed design - CTT and MFRM yield a positive, perfect correlation between item difficulty indices for open-ended items under a crossed design
• CTT and MFRM yield similar item difficulty results for open-ended questions regardless of crossed or nested design - CTT and MFRM yield similar item difficulty results for open-ended questions regardless of crossed or nested design
• CTT item selection dropped five low-discrimination items, retaining 20 items of moderate difficulty - CTT item selection dropped five low-discrimination items, retaining 20 items of moderate difficulty
• CTT-based quiz difficulty rankings are validated by IRT analysis with near-perfect rank correlation - CTT-based quiz difficulty rankings are validated by IRT analysis with near-perfect rank correlation
• Cue type, tracking mode, and age produced a significant three-way interaction on preschoolers' recall performance - Cue type, tracking mode, and age produced a significant three-way interaction on preschoolers' recall performance
• Cue-only JOLs performed similarly to overt retrieval, and cue–target JOLs similarly to restudy, on Phase B memory and transfer (Experiment 1) - Cue-only JOLs performed similarly to overt retrieval, and cue–target JOLs similarly to restudy, on Phase B memory and transfer (Experiment 1)
• Cue-only JOLs, but not cue–target JOLs, showed the inverted U-shaped JOL–response-time relationship taken as a behavioral signature of covert retrieval (Experiment 1) - Cue-only JOLs, but not cue–target JOLs, showed the inverted U-shaped JOL–response-time relationship taken as a behavioral signature of covert retrieval (Experiment 1)
• Cued-recall testing can impair later memory for competitive, related but non-practiced information (retrieval-induced forgetting) - Cued-recall testing can impair later memory for competitive, related but non-practiced information (retrieval-induced forgetting)
• Cultivate survey items function without systematic bias across student groups by race/ethnicity, gender, economic disadvantage, learning differences, or EL status - Cultivate survey items function without systematic bias across student groups by race/ethnicity, gender, economic disadvantage, learning differences, or EL status
• Cultivating activities in local nodes produced more tangible outcomes than statewide planning and networking - Cultivating activities in local nodes produced more tangible outcomes than statewide planning and networking
• Cultivating AI intuition safeguards against technological overreliance and erosion of critical thinking (theoretical argument) - Cultivating AI intuition safeguards against technological overreliance and erosion of critical thinking (theoretical argument)
• Cultural and linguistic background influences measured learning and cognitive styles, and should be considered in style assessment - Cultural and linguistic background influences measured learning and cognitive styles, and should be considered in style assessment
• Cultural background influences emotional experiences in language learning, with collectivist-background students tending to experience heightened anxiety - Cultural background influences emotional experiences in language learning, with collectivist-background students tending to experience heightened anxiety
• Cultural diversity does not increase schoolchildren's creativity when a divisional mindset emphasizing group distinctions is salient - Cultural diversity does not increase schoolchildren's creativity when a divisional mindset emphasizing group distinctions is salient
• Cultural diversity increases schoolchildren's creativity when a communal mindset is salient - Cultural diversity increases schoolchildren's creativity when a communal mindset is salient
• Cultural processes and forms of epistemic injustice should be taken into account in understanding how inequalities in education are produced and maintained - Cultural processes and forms of epistemic injustice should be taken into account in understanding how inequalities in education are produced and maintained
• Cultural research found Australian Aborigines strong in spatial-visual processing and preferring informal learning strategies - Cultural research found Australian Aborigines strong in spatial-visual processing and preferring informal learning strategies
• Culturally and linguistically diverse students are underrepresented in gifted identification nationwide - Culturally and linguistically diverse students are underrepresented in gifted identification nationwide
• Culturally and religiously grounded educational contexts function as sensitivity amplifiers revealing conditional dynamics of AI integration - Culturally and religiously grounded educational contexts function as sensitivity amplifiers revealing conditional dynamics of AI integration
• Culturally familiar emblematic gestures improve L2 speech perception and social evaluations, whereas unfamiliar emblems reduce them - Culturally familiar emblematic gestures improve L2 speech perception and social evaluations, whereas unfamiliar emblems reduce them
• Culture did not predict any attentional gaze proportions, but Hong Kong teachers looked more at teacher materials and UK teachers more at non-instructional regions during communicative gaze - Culture did not predict any attentional gaze proportions, but Hong Kong teachers looked more at teacher materials and UK teachers more at non-instructional regions during communicative gaze
• Culture differentiates communicative but not attentional teacher scanpaths once expertise is controlled - Culture differentiates communicative but not attentional teacher scanpaths once expertise is controlled
• Culture has been mostly ignored as a design construct in the field of instructional design - Culture has been mostly ignored as a design construct in the field of instructional design
• Culture impacts many instructional design procedures, from needs assessment to project management - Culture impacts many instructional design procedures, from needs assessment to project management
• Cumulative correct answers on blended-workshop activities relate to final exam score, but number of attempts does not - Cumulative correct answers on blended-workshop activities relate to final exam score, but number of attempts does not
• Cumulative engagement showed staircase growth with deadline-driven peaks of 348 events on April 4th and 205 events around April 9th - Cumulative engagement showed staircase growth with deadline-driven peaks of 348 events on April 4th and 205 events around April 9th
• Cumulative meta-analysis shows reported GenAI productivity effects remained stable over time (stabilizing at g = 0.331) despite rapid advancement of underlying foundation models. - Cumulative meta-analysis shows reported GenAI productivity effects remained stable over time (stabilizing at g = 0.331) despite rapid advancement of underlying foundation models.
• Cumulative rapid experimentation improved next-item correctness by 10% and cognitive engagement by 14% over five months - Cumulative rapid experimentation improved next-item correctness by 10% and cognitive engagement by 14% over five months
• Cumulative scoring of exercises in ascending difficulty yields a combined measure of rate and power, unlike last-exercise-solved power scoring - Cumulative scoring of exercises in ascending difficulty yields a combined measure of rate and power, unlike last-exercise-solved power scoring
• Cumulative stress predicts adult outcomes beyond specific stressor types in longitudinal studies - Cumulative stress predicts adult outcomes beyond specific stressor types in longitudinal studies
• Cumulative, disputational, and exploratory talk types together mediated students' enactment of makerspace knowledge practices - Cumulative, disputational, and exploratory talk types together mediated students' enactment of makerspace knowledge practices
• Cup-drinking gains were maintained at a 1-year caregiver-conducted follow-up - Cup-drinking gains were maintained at a 1-year caregiver-conducted follow-up
• Cup-drinking performance was poor during early fading steps and improved only near the terminal step - Cup-drinking performance was poor during early fading steps and improved only near the terminal step
• Curiosity about AI shifted between pre- and post-survey, from 71% to 50%, which the authors interpret as a move from diffuse curiosity to concrete critical engagement - Curiosity about AI shifted between pre- and post-survey, from 71% to 50%, which the authors interpret as a move from diffuse curiosity to concrete critical engagement
• Curiosity about trivia answers is a U-shaped function of confidence, supporting information-gap theory - Curiosity about trivia answers is a U-shaped function of confidence, supporting information-gap theory
• Curiosity and confidence show an inverted U-shaped relationship, peaking at an intermediate confidence level - Curiosity and confidence show an inverted U-shaped relationship, peaking at an intermediate confidence level
• Curiosity and situational interest differ on five dimensions: theoretical account, biology, triggers, affect, and information search - Curiosity and situational interest differ on five dimensions: theoretical account, biology, triggers, affect, and information search
• Curiosity balanced against knowledge-gap overwhelm drives prolonged engagement and memory - Curiosity balanced against knowledge-gap overwhelm drives prolonged engagement and memory
• Curiosity Corner shows no discernible effects on cognition in the Chambers et al. quasi-experimental study - Curiosity Corner shows no discernible effects on cognition in the Chambers et al.
• Curiosity Corner shows no discernible effects on phonological processing in the PCER randomized trial - Curiosity Corner shows no discernible effects on phonological processing in the PCER randomized trial
• Curiosity Corner shows no discernible effects on preschool math outcomes in the PCER randomized trial - Curiosity Corner shows no discernible effects on preschool math outcomes in the PCER randomized trial
• Curiosity Corner shows no discernible effects on preschool oral language outcomes across two studies meeting WWC standards - Curiosity Corner shows no discernible effects on preschool oral language outcomes across two studies meeting WWC standards
• Curiosity Corner shows no discernible effects on preschool print knowledge in the PCER randomized trial - Curiosity Corner shows no discernible effects on preschool print knowledge in the PCER randomized trial
• Curiosity did not significantly predict recall accuracy in the blurred-picture learning task - Curiosity did not significantly predict recall accuracy in the blurred-picture learning task
• Curiosity enhances learning, including for incidental material encountered during high-curiosity states - Curiosity enhances learning, including for incidental material encountered during high-curiosity states
• Curiosity gains depend on operator sequencing: how operators are ordered across turns, not only which operator is applied, shapes curiosity induction - Curiosity gains depend on operator sequencing: how operators are ordered across turns, not only which operator is applied, shapes curiosity induction
• Curiosity is a special case of interest, with the two constructs overlapping in a part-whole rather than mutually exclusive relationship - Curiosity is a special case of interest, with the two constructs overlapping in a part-whole rather than mutually exclusive relationship
• Curiosity is the primary driver and mistrust of accuracy the primary barrier to LLM adoption for learning - Curiosity is the primary driver and mistrust of accuracy the primary barrier to LLM adoption for learning
• Curiosity ratings are functionally distinct from subjective uncertainty ratings: uncertainty declines near-linearly with confidence while curiosity is inverted-U shaped - Curiosity ratings are functionally distinct from subjective uncertainty ratings: uncertainty declines near-linearly with confidence while curiosity is inverted-U shaped
• Curiosity-modulated tutoring produces roughly 2.4× more conversational turns than baseline under fixed time budgets - Curiosity-modulated tutoring produces roughly 2.4× more conversational turns than baseline under fixed time budgets
• Curiosity-oriented linguistic interventions via CURIOBOT consistently improve all learner-side exploratory dimensions relative to baseline LLM tutoring across model families - Curiosity-oriented linguistic interventions via CURIOBOT consistently improve all learner-side exploratory dimensions relative to baseline LLM tutoring across model families
• Curious, optimistic, and confused are the most frequently reported affective states, and self-caught reports are more evenly distributed than probe-caught reports - Curious, optimistic, and confused are the most frequently reported affective states, and self-caught reports are more evenly distributed than probe-caught reports
• Current adolescent characteristics including digit span, sentence duration and sign enhancement predict high school language outcomes - Current adolescent characteristics including digit span, sentence duration and sign enhancement predict high school language outcomes
• Current AI deployments in higher education remain task-oriented rather than ecosystem-oriented despite advances in LLMs and multimodal AI - Current AI deployments in higher education remain task-oriented rather than ecosystem-oriented despite advances in LLMs and multimodal AI