Claims: E 4

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• Expert example standards improve university students' judgment accuracy (bias, absolute accuracy, and relative accuracy) when evaluating self-generated examples - Expert example standards improve university students' judgment accuracy (bias, absolute accuracy, and relative accuracy) when evaluating self-generated examples
• Expert example standards increase subjective task difficulty and mental effort during example evaluation - Expert example standards increase subjective task difficulty and mental effort during example evaluation
• Expert former math teachers rated GPT-4o's dialogue annotations very highly for student correctness and moderate-to-high for knowledge components, with volatile inter-rater reliability. - Expert former math teachers rated GPT-4o's dialogue annotations very highly for student correctness and moderate-to-high for knowledge components, with volatile inter-rater reliability.
• Expert human raters established an inter-rater reliability benchmark above ICC 0.89 on all four IELTS dimensions for the essay corpus - Expert human raters established an inter-rater reliability benchmark above ICC 0.89 on all four IELTS dimensions for the essay corpus
• Expert modeling, feedback, hints, and multiple strategies improve cognitive outcomes, but question prompts show no evident difference from control - Expert modeling, feedback, hints, and multiple strategies improve cognitive outcomes, but question prompts show no evident difference from control
• Expert panelists overwhelmingly favor a hybrid governance model combining formal policies and flexible guidelines for GenAI in higher education - Expert panelists overwhelmingly favor a hybrid governance model combining formal policies and flexible guidelines for GenAI in higher education
• Expert participants produced predominantly optimistic scenarios with limited discussion of tensions, limits, or unintended consequences - Expert participants produced predominantly optimistic scenarios with limited discussion of tensions, limits, or unintended consequences
• Expert perceptions reveal a developmental asymmetry in which content knowledge outweighs integrated pedagogical capacity in AI education - Expert perceptions reveal a developmental asymmetry in which content knowledge outweighs integrated pedagogical capacity in AI education
• Expert performers counteract automaticity by building increasingly complex mental representations, unlike everyday skill learning - Expert performers counteract automaticity by building increasingly complex mental representations, unlike everyday skill learning
• Expert physicists apply matter-based predicates to non-material concepts in professional discourse - Expert physicists apply matter-based predicates to non-material concepts in professional discourse
• Expert plan preferences were split, with some experts preferring the lower-scoring general-purpose plan for its social-emotional emphasis - Expert plan preferences were split, with some experts preferring the lower-scoring general-purpose plan for its social-emotional emphasis
• Expert Q-matrix coding closely matched DINA-recovered structure, with only 2.7% of item-LO codings changed during validation - Expert Q-matrix coding closely matched DINA-recovered structure, with only 2.7% of item-LO codings changed during validation
• Expert rankings validate the Ratio variables, not absolute frequencies, as meaningful proxies for productive dialogue - Expert rankings validate the Ratio variables, not absolute frequencies, as meaningful proxies for productive dialogue
• Expert raters rate TeachingCoach higher than a GPT-4o baseline on clarity, tone, reflection, and acknowledgment of user input - Expert raters rate TeachingCoach higher than a GPT-4o baseline on clarity, tone, reflection, and acknowledgment of user input
• Expert ratings support the content validity of the SKT-SRL scenarios and strategies - Expert ratings support the content validity of the SKT-SRL scenarios and strategies
• Expert review and stakeholder consultation established strong consensus on the need for and acceptability of the Framework - Expert review and stakeholder consultation established strong consensus on the need for and acceptability of the Framework
• Expert review establishes excellent content validity for TAILS (S-CVI/Ave = 0.98; I-CVI 0.86–1.00) - Expert review establishes excellent content validity for TAILS (S-CVI/Ave = 0.98; I-CVI 0.86–1.00)
• Expert review identified six cross-case themes, including cognitive load concerns (four experts) and resource demands (all five) - Expert review identified six cross-case themes, including cognitive load concerns (four experts) and resource demands (all five)
• Expert reviewers rated the TikTok mini-game most engaging and the Text Phishing Detective game highest in learning value - Expert reviewers rated the TikTok mini-game most engaging and the Text Phishing Detective game highest in learning value
• Expert revisers' improvements are inconsistent across texts, with only signaling-structure strategies reliably corresponding to improved retention - Expert revisers' improvements are inconsistent across texts, with only signaling-structure strategies reliably corresponding to improved retention
• Expert role-players expressed more frustration with insufficient in-game social context in computer RPGs than with any other aspect, even when discussing their favorite games - Expert role-players expressed more frustration with insufficient in-game social context in computer RPGs than with any other aspect, even when discussing their favorite games
• Expert scaffolding is associated with ILS adoption, but the fading stage shows a comparatively low rate (8.27%) and was a non-significant predictor - Expert scaffolding is associated with ILS adoption, but the fading stage shows a comparatively low rate (8.27%) and was a non-significant predictor
• Expert scenarios across educational sectors position students as critical, agentic partners with AI who question and critique AI-generated content - Expert scenarios across educational sectors position students as critical, agentic partners with AI who question and critique AI-generated content
• Expert scenarios envision AI saturation as augmenting rather than displacing human pedagogical work (the more-human paradox) - Expert scenarios envision AI saturation as augmenting rather than displacing human pedagogical work (the more-human paradox)
• Expert scientists fulfilled a crucial role in generating scientific discussion, with one expert holding the highest degree centrality in the scientific network - Expert scientists fulfilled a crucial role in generating scientific discussion, with one expert holding the highest degree centrality in the scientific network
• Expert teachers begin gaze sequences with student fixation and return to students throughout, whereas Hong Kong experts intersperse student scans that UK experts never use - Expert teachers begin gaze sequences with student fixation and return to students throughout, whereas Hong Kong experts intersperse student scans that UK experts never use
• Expert teachers fixate more on struggling, underestimating, and uninterested students during individual seatwork, while novices show longer fixations on strong and overestimating students - Expert teachers fixate more on struggling, underestimating, and uninterested students during individual seatwork, while novices show longer fixations on strong and overestimating students
• Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior - Expert teachers interpret classroom events more analytically and focus on learning consequences, while novices emphasize student behavior
• Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants - Expert teachers interpret complex classroom phenomena more accurately and fluidly than novices and postulants
• Expert teachers show expertise-related eye movement patterns in some classroom tasks but not others, indicating task and context specificity - Expert teachers show expertise-related eye movement patterns in some classroom tasks but not others, indicating task and context specificity
• Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features - Expert teachers' classroom perception appears knowledge-driven while novices' appears image-driven, guided by salient visual features
• Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type - Expert teachers' fixations are significantly more focused (less dispersed) than novices' when viewing classroom scenes, irrespective of video type
• Expert teachers' well-practiced routines make their performance fluid, as seen in homework-review and lesson-teaching comparisons - Expert teachers' well-practiced routines make their performance fluid, as seen in homework-review and lesson-teaching comparisons
• Expert tutors' lesson-planning and practice-design leaderboards separated AI models, and expert-rated practice design correlated with fewer student answer disputes - Expert tutors' lesson-planning and practice-design leaderboards separated AI models, and expert-rated practice design correlated with fewer student answer disputes
• Expert-elicited causal model is compatible with observed data but slightly less predictive than a data-learned Bayesian network - Expert-elicited causal model is compatible with observed data but slightly less predictive than a data-learned Bayesian network
• Expert-in-the-loop revision substantially improves medical accuracy and educational quality of generated storylines - Expert-in-the-loop revision substantially improves medical accuracy and educational quality of generated storylines
• Expert-led curriculum mapping of two programs shows discipline-specific AIL emphasis: technical programs stress TKS and AP, humanities-oriented programs stress EAR and SIU - Expert-led curriculum mapping of two programs shows discipline-specific AIL emphasis: technical programs stress TKS and AP, humanities-oriented programs stress EAR and SIU
• Expertise did not significantly predict gaze proportions toward student materials or teacher materials in either attentional or communicative gaze - Expertise did not significantly predict gaze proportions toward student materials or teacher materials in either attentional or communicative gaze
• Expertise positively predicts knowledge integration, and the four competencies remain positively related to knowledge integration at different levels of expertise - Expertise positively predicts knowledge integration, and the four competencies remain positively related to knowledge integration at different levels of expertise
• Expertise produced large main effects on test scores and interacted with element interactivity, with the expertise advantage much larger for high element interactivity material - Expertise produced large main effects on test scores and interacted with element interactivity, with the expertise advantage much larger for high element interactivity material
• Expertise reversal effect: instructional aids effective for low-knowledge learners hinder high-knowledge learners across all three layers - Expertise reversal effect: instructional aids effective for low-knowledge learners hinder high-knowledge learners across all three layers
• Expertise reversal effect: learners with developed fluency do not benefit from unnecessarily explicit instruction and benefit more from open problem-solving approaches - Expertise reversal effect: learners with developed fluency do not benefit from unnecessarily explicit instruction and benefit more from open problem-solving approaches
• Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases - Expertise reversal: cognitive load effects for novices decrease, disappear, and can reverse as expertise increases
• Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata - Expertise reversal: high-guidance worked examples become ineffective or detrimental once learners have developed cognitive schemata
• Experts argue most school RJ implementation is weak and funding should first strengthen implementation before funding research - Experts argue most school RJ implementation is weak and funding should first strengthen implementation before funding research
• Experts at the NISS Ingram Olkin Forum shared statistical and data-analytic challenges in researching COVID-19's impact on U.S. schools - Experts at the NISS Ingram Olkin Forum shared statistical and data-analytic challenges in researching COVID-19's impact on U.S.
• Experts attribute their focus on RJ in schools to the failure of zero-tolerance discipline, disciplinary disparities, school climate concerns, holistic community approaches, and connections to youth development models - Experts attribute their focus on RJ in schools to the failure of zero-tolerance discipline, disciplinary disparities, school climate concerns, holistic community approaches, and connections to youth d
• Experts detect and correct small changes before events become full-blown, while novices are distracted by possibly irrelevant phenomena - Experts detect and correct small changes before events become full-blown, while novices are distracted by possibly irrelevant phenomena
• Experts do not exhibit higher levels of reflexivity than novices, consistent with reflexivity as a meta-cognitive competence - Experts do not exhibit higher levels of reflexivity than novices, consistent with reflexivity as a meta-cognitive competence
• Experts employed productive interpretive strategies in making poems coherent — using structure, binary oppositions, wordplay, rhythm and rhyme as cues, and scanning to contextualize — which novices used minimally. - Experts employed productive interpretive strategies in making poems coherent — using structure, binary oppositions, wordplay, rhythm and rhyme as cues, and scanning to contextualize — which novices us
• Experts expressed greater appreciation of the poems and their specific images, while novices very frequently expressed interpretive frustration and dissatisfaction. - Experts expressed greater appreciation of the poems and their specific images, while novices very frequently expressed interpretive frustration and dissatisfaction.
• Experts from multiple world regions affirmed the need and value of academic integrity indicators but queried prospects for dissemination and adoption - Experts from multiple world regions affirmed the need and value of academic integrity indicators but queried prospects for dissemination and adoption
• Experts have reduced access to memory traces of their own cognitive processes due to automatization, and large domain knowledge can disadvantage performance on certain tasks - Experts have reduced access to memory traces of their own cognitive processes due to automatization, and large domain knowledge can disadvantage performance on certain tasks
• Experts identified pervasive limitations of today's AI for learning, including biased data, inequity, non-graceful failure, and weak context grasp - Experts identified pervasive limitations of today's AI for learning, including biased data, inequity, non-graceful failure, and weak context grasp
• Experts introduce procedure and planning explanations over time, typically after an initial step or action is completed - Experts introduce procedure and planning explanations over time, typically after an initial step or action is completed
• Experts perceive classroom situations in terms of groups of students while novices devote more visual attention to individual students - Experts perceive classroom situations in terms of groups of students while novices devote more visual attention to individual students
• Experts perform differentiation activities across four phases: period preparation, lesson preparation, the lesson, and post-lesson evaluation - Experts perform differentiation activities across four phases: period preparation, lesson preparation, the lesson, and post-lesson evaluation
• Experts predict classroom phenomena and student errors far more than novices, who rarely anticipate misalgorithms - Experts predict classroom phenomena and student errors far more than novices, who rarely anticipate misalgorithms
• Experts rank Curriculum System and Content Design as the highest-priority dimension for AI certificate program evaluation, with Cross-Cultural Adaptability lowest - Experts rank Curriculum System and Content Design as the highest-priority dimension for AI certificate program evaluation, with Cross-Cultural Adaptability lowest
• Experts rate AI-related competences for learners and educators as the highest-impact and most important AI-in-education trend - Experts rate AI-related competences for learners and educators as the highest-impact and most important AI-in-education trend
• Experts rate the constructionism imagineering learning model via metaverse as appropriate at the highest level (Mean = 4.74, S.D. = 0.05) - Experts rate the constructionism imagineering learning model via metaverse as appropriate at the highest level (Mean = 4.74, S.D.
• Experts rate the constructionism imagineering learning process via metaverse as appropriate at the highest level (Mean = 4.82, S.D. = 0.40) - Experts rate the constructionism imagineering learning process via metaverse as appropriate at the highest level (Mean = 4.82, S.D.
• Experts rate the implemented constructionism imagineering learning model via metaverse as appropriate at the highest level overall (Mean = 4.67, S.D. = 0.08) - Experts rate the implemented constructionism imagineering learning model via metaverse as appropriate at the highest level overall (Mean = 4.67, S.D.
• Experts rate the model's individual elements as appropriate at the highest level overall (Mean = 4.65, S.D. = 0.27), with learning achievement output rated High - Experts rate the model's individual elements as appropriate at the highest level overall (Mean = 4.65, S.D.
• Experts rated KITE's feedback positively on scaffolding, guidance, coherence, and tone in 93.18% of judgments, with high interrater agreement (κ = 0.88) - Experts rated KITE's feedback positively on scaffolding, guidance, coherence, and tone in 93.18% of judgments, with high interrater agreement (κ = 0.88)
• Experts rated overall importance of AI in education higher than impact and challenge, but the differences were not statistically significant - Experts rated overall importance of AI in education higher than impact and challenge, but the differences were not statistically significant
• Experts rated the initial curriculum highest on AI/robotics integration and teamwork (both M=4.60) and lowest on communication (M=3.40) and assessment (M=3.60) - Experts rated the initial curriculum highest on AI/robotics integration and teamwork (both M=4.60) and lowest on communication (M=3.40) and assessment (M=3.60)
• Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes - Experts report reduced suspensions and expulsions and improved school climate as RJ implementation successes
• Experts report that critical media literacy remains insufficiently integrated into curricula and that technology integration is often superficial, limited to devices and software without a critical approach - Experts report that critical media literacy remains insufficiently integrated into curricula and that technology integration is often superficial, limited to devices and software without a critical ap
• Experts report there is neither a clear definition nor a widely accepted model of restorative justice in schools - Experts report there is neither a clear definition nor a widely accepted model of restorative justice in schools
• Experts respond to classroom events predictively and proactively via precursor detection, while novices are either unaware or reactively aware - Experts respond to classroom events predictively and proactively via precursor detection, while novices are either unaware or reactively aware
• Experts revisited (monitored) more classroom areas showing student interaction, while novices revisited areas lacking classroom activity - Experts revisited (monitored) more classroom areas showing student interaction, while novices revisited areas lacking classroom activity
• Experts scaffold by reassuring novices to continue acting or thinking, removing uncertainty about whether they chose the right action - Experts scaffold by reassuring novices to continue acting or thinking, removing uncertainty about whether they chose the right action
• Experts show rapid pattern recognition and instantaneous visceral decision-making, while novices rely on prolonged deliberate analysis that may lag events - Experts show rapid pattern recognition and instantaneous visceral decision-making, while novices rely on prolonged deliberate analysis that may lag events
• Experts spent much longer on each poem and produced longer protocols than novices, because for experts finding a meaningful pattern was only the starting point for higher-level analysis. - Experts spent much longer on each poem and produced longer protocols than novices, because for experts finding a meaningful pattern was only the starting point for higher-level analysis.
• Experts verbalized fewer SRL phases overall than novices during clinical reasoning, with feelings of uncertainty almost absent among experts - Experts verbalized fewer SRL phases overall than novices during clinical reasoning, with feelings of uncertainty almost absent among experts
• Experts' AHP priorities cluster into three groups differing by seniority and LA expertise - Experts' AHP priorities cluster into three groups differing by seniority and LA expertise
• Experts' complex movements are flexibly controlled via mental basic action concepts stored in long-term memory, as shown with tennis serves - Experts' complex movements are flexibly controlled via mental basic action concepts stored in long-term memory, as shown with tennis serves
• Experts' ontological choices about the same physical phenomenon are context-dependent - Experts' ontological choices about the same physical phenomenon are context-dependent
• Explain-the-screen was the most frequent orchestration type (24 of 46 episodes), and in AI-based lessons it was dynamically reconfigured in real time by AI-generated learning data - Explain-the-screen was the most frequent orchestration type (24 of 46 episodes), and in AI-based lessons it was dynamically reconfigured in real time by AI-generated learning data
• Explainability's effect on trust in AI-enabled systems is mixed: it can increase trust and reliance but also raises cognitive load, slows performance, and sometimes does not improve trust - Explainability's effect on trust in AI-enabled systems is mixed: it can increase trust and reliance but also raises cognitive load, slows performance, and sometimes does not improve trust
• Explainability/trustworthiness and accessibility/equal access of AI agents rank prominently in impact and importance but carry high challenge ratings - Explainability/trustworthiness and accessibility/equal access of AI agents rank prominently in impact and importance but carry high challenge ratings
• Explainable models including logistic regression, kNN and a Bernoulli Mixture Model all reach around 78% accuracy in predicting question-level pass/fail, with well-calibrated probabilities - Explainable models including logistic regression, kNN and a Bernoulli Mixture Model all reach around 78% accuracy in predicting question-level pass/fail, with well-calibrated probabilities
• Explained variance of CVT emotion models falls below 15% within latent profiles versus a median above 30% in grouping analyses, beyond what variance restriction explains - Explained variance of CVT emotion models falls below 15% within latent profiles versus a median above 30% in grouping analyses, beyond what variance restriction explains
• Explaining and teaching both improve basic comprehension relative to notetaking, but do not differ from each other - Explaining and teaching both improve basic comprehension relative to notetaking, but do not differ from each other
• Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it - Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it
• Explaining was not more effective than oral retrieval practice overall in Experiment 1 - Explaining was not more effective than oral retrieval practice overall in Experiment 1
• Explanation prompts direct attention to targeted information and can reduce attention to other important information - Explanation prompts direct attention to targeted information and can reduce attention to other important information
• Explanation-quality distributions differed significantly between years for Physics 1A (2011 slightly lower) but not Physics 1B - Explanation-quality distributions differed significantly between years for Physics 1A (2011 slightly lower) but not Physics 1B
• Explanation-seeking interaction depth is positively associated with task quality beyond baseline knowledge and volume - Explanation-seeking interaction depth is positively associated with task quality beyond baseline knowledge and volume
• Explanations citing both the arithmetic operation and the operands' magnitudes are strongly associated with accurate direction of effect judgments, while unconditional operation rules are associated with very low accuracy - Explanations citing both the arithmetic operation and the operands' magnitudes are strongly associated with accurate direction of effect judgments, while unconditional operation rules are associated w
• Explanatory feedback alone raises both perceived fairness and decision acceptance, and the indirect effect of agent on acceptance is significant only when explanations are provided - Explanatory feedback alone raises both perceived fairness and decision acceptance, and the indirect effect of agent on acceptance is significant only when explanations are provided
• Explanatory feedback positively moderates only the path from decision-making agent to perceived fairness, not the direct path to decision acceptance - Explanatory feedback positively moderates only the path from decision-making agent to perceived fairness, not the direct path to decision acceptance
• Explanatory inquiries, factual queries, and tutorial requests are the most frequent LLM learning tasks - Explanatory inquiries, factual queries, and tutorial requests are the most frequent LLM learning tasks
• Explicit and implicit measures of children's math anxiety are non-significantly correlated in this sample - Explicit and implicit measures of children's math anxiety are non-significantly correlated in this sample
• Explicit API interception from a pilot cohort of 19 students yielded 1,880 events over about 57 active student-hours - Explicit API interception from a pilot cohort of 19 students yielded 1,880 events over about 57 active student-hours
• Explicit attention-focusing and discrepancy-detection interventions largely reduce susceptibility; mindfulness interventions do not - Explicit attention-focusing and discrepancy-detection interventions largely reduce susceptibility; mindfulness interventions do not
• Explicit contextualization instruction improves procedural aspects of historical writing without improving contextualization scores themselves
• Explicit correction did not produce evidence of learned morphological generalizations to novel stimuli in adult L2 learners - Explicit correction did not produce evidence of learned morphological generalizations to novel stimuli in adult L2 learners
• Explicit correction improves adult L2 learners' responses on corrected suffixation items during the feedback session - Explicit correction improves adult L2 learners' responses on corrected suffixation items during the feedback session
• Explicit creativity training programs are effective in fostering creativity in formal schooling - Explicit creativity training programs are effective in fostering creativity in formal schooling
• Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest - Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest
• Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too - Explicit grammar teaching improves performance on complex rules but equals implicit teaching for simple rules
• Explicit group regulation in online PBL was infrequent, emerged in response to challenges, and often involved teacher support - Explicit group regulation in online PBL was infrequent, emerged in response to challenges, and often involved teacher support
• Explicit Handwriting Instruction Improves Legibility
• Explicit instruction facilitates the acquisition of L2 grammar - Explicit instruction facilitates the acquisition of L2 grammar
• Explicit instruction in individual English word meanings, rich in-depth vocabulary instruction, visuals, L1 use, and word-learning strategies improved MLs' English vocabulary - Explicit instruction in individual English word meanings, rich in-depth vocabulary instruction, visuals, L1 use, and word-learning strategies improved MLs' English vocabulary
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students - Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students
• Explicit instruction of SRL strategies is rare among primary teachers in both an iSELF-trained group and an untrained control group - Explicit instruction of SRL strategies is rare among primary teachers in both an iSELF-trained group and an untrained control group
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature - Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature
• Explicit mentalizing (false-belief understanding) emerges robustly between ages 4 and 6 - Explicit mentalizing (false-belief understanding) emerges robustly between ages 4 and 6
• Explicit metacognition has severely limited access to underlying cognitive processes, and metacognitive reports can be inaccurate - Explicit metacognition has severely limited access to underlying cognitive processes, and metacognitive reports can be inaccurate
• Explicit metalinguistic feedback outperforms recasts on the delayed grammaticality judgment posttest - Explicit metalinguistic feedback outperforms recasts on the delayed grammaticality judgment posttest
• Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge - Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge
• Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone - Explicit morphology instruction raises EFL secondary students' morphological awareness more than regular EFL instruction alone
• Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone - Explicit morphology instruction raises EFL secondary students' reading comprehension more than regular EFL instruction alone
• Explicit no-direct-answers guardrails in teacher prompts reduced the AI's final-answer provision rate by 8.5 percentage points (16.2% to 7.7%) - Explicit no-direct-answers guardrails in teacher prompts reduced the AI's final-answer provision rate by 8.5 percentage points (16.2% to 7.7%)
• Explicit pronunciation instruction improves controlled production of targeted sounds and prosody, with smaller and less certain gains in spontaneous speech - Explicit pronunciation instruction with communicative practice yields clear and demonstrable improvement, per the current research consensus
• Explicit reflection on epistemic beliefs during science units has been followed by changes in student teachers' epistemic beliefs - Explicit reflection on epistemic beliefs during science units has been followed by changes in student teachers' epistemic beliefs
• Explicit scaffolding prompts elicited P1 (exploring) and P2 (planning) engagement at task start that groups did not show on the non-scaffolded task - Explicit scaffolding prompts elicited P1 (exploring) and P2 (planning) engagement at task start that groups did not show on the non-scaffolded task
• Explicit spelling instruction improves spelling skills more than incidental instruction (Hedges' g = 0.43) and more than no instruction (g = 0.54) - Explicit spelling instruction improves spelling skills more than incidental instruction (Hedges' g = 0.43) and more than no instruction (g = 0.54)
• Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance - Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance
• Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections - Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections
• Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history - Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history
• Explicit teaching is more effective for EFL copular be learning but its effect is not durable - Explicit teaching is more effective for EFL copular be learning but its effect is not durable
• Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest - Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest
• Explicit teaching of grammar rules enhances their learning, and rules are learned faster and better when repeated in communicative tasks - Explicit teaching of grammar rules enhances their learning, and rules are learned faster and better when repeated in communicative tasks
• Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. meta-analysis cited in the review - Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al.
• Explicit teaching raises students' individual interest in history - Explicit teaching raises students' individual interest in history
• Explicit teaching shows no effect on students' first-order (topic) knowledge in history - Explicit teaching shows no effect on students' first-order (topic) knowledge in history
• Explicit theoretical frameworks of engagement were provided in only 14% of the reviewed ECEC studies - Explicit theoretical frameworks of engagement were provided in only 14% of the reviewed ECEC studies
• Explicit training in constraint-seeking questions showed only moderate, non-generalizing benefits, whereas prompting explanation supports better question asking - Explicit training in constraint-seeking questions showed only moderate, non-generalizing benefits, whereas prompting explanation supports better question asking
• Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older adults - Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text l
• Explicit, instructional home numeracy activities acted as protective (not promotive) factors for 1st–2nd grade math performance in Torppa (2025) - Explicit, instructional home numeracy activities acted as protective (not promotive) factors for 1st–2nd grade math performance in Torppa (2025)
• Explicitly learned L2 rules can be automatized through systematic practice after a metalinguistic criterion is reached - Explicitly learned L2 rules can be automatized through systematic practice after a metalinguistic criterion is reached
• Explicitly mentioned education and SES cues lead most models to produce less readable responses for higher-education users, showing partial readability adaptation - Explicitly mentioned education and SES cues lead most models to produce less readable responses for higher-education users, showing partial readability adaptation
• Explicitly prompting a student attribute produces large, systematic increases in the concentration of stereotype-aligned marked words in LLM-generated writing feedback - Explicitly prompting a student attribute produces large, systematic increases in the concentration of stereotype-aligned marked words in LLM-generated writing feedback
• Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test - Explicitly taught students used the complex task-specific strategy types indirect subtraction and simplifying more than twice as often as implicitly taught students at post-test
• Explicitly unfolding higher-order contributions into lower-order concept elements produces deeper conceptual learning opportunities than jumping directly to procedure
• Exploration behavior is associated with the most complex and most varied conceptual models, with statistically significant differences across behavior types - Exploration behavior is associated with the most complex and most varied conceptual models, with statistically significant differences across behavior types
• Exploration of diversity is associated with all civic competence outcomes in community-based learning courses - Exploration of diversity is associated with all civic competence outcomes in community-based learning courses
• Exploration of objects precedes and is a necessary but insufficient condition for object play - Exploration of objects precedes and is a necessary but insufficient condition for object play
• Exploration simulations increased with teaching age level and were concentrated in secondary science subjects - Exploration simulations increased with teaching age level and were concentrated in secondary science subjects
• Exploration-first students show more advanced MVC reasoning on the transfer task than Instruction-first students - Exploration-first students show more advanced MVC reasoning on the transfer task than Instruction-first students
• Exploration-first students transfer MVC-strategy Efficiency better, with condition-by-Task-2 interactions for Efficiency and Quality - Exploration-first students transfer MVC-strategy Efficiency better, with condition-by-Task-2 interactions for Efficiency and Quality
• Explorative learning experiences can be organized in three forms — in-breadth, in-depth, and reflective — to intentionally support identity development - Explorative learning experiences can be organized in three forms — in-breadth, in-depth, and reflective — to intentionally support identity development
• Exploratory analyses find evidence for a relation between aspects of the collaborative process and knowledge convergence - Exploratory analyses find evidence for a relation between aspects of the collaborative process and knowledge convergence
• Exploratory analyses found videos more beneficial for retention among boys than girls and among fifth graders more than sixth graders - Exploratory analyses found videos more beneficial for retention among boys than girls and among fifth graders more than sixth graders
• Exploratory analyses of multidigit multiplication difficulty suggest children rely on the base 10 structure of the number system. - Exploratory analyses of multidigit multiplication difficulty suggest children rely on the base 10 structure of the number system.
• Exploratory analyses suggest NDL increased requested funding, reduced reviewer burden, and shifted proposal quality ratings for two GEO programs - Exploratory analyses suggest NDL increased requested funding, reduced reviewer burden, and shifted proposal quality ratings for two GEO programs
• Exploratory analyses suggest older adults' negative reactivity was specific to unrelated word pairs, with no reactivity for related pairs in either age group - Exploratory analyses suggest older adults' negative reactivity was specific to unrelated word pairs, with no reactivity for related pairs in either age group
• Exploratory analyses suggest Roads to Success increased confidence in choosing careers and understanding career success requirements - Exploratory analyses suggest Roads to Success increased confidence in choosing careers and understanding career success requirements
• Exploratory analyses suggest Roads to Success positively impacted eighth graders' talking to school staff about career and school plans - Exploratory analyses suggest Roads to Success positively impacted eighth graders' talking to school staff about career and school plans
• Exploratory analyses suggest the digital moderation of the EF–reappraisal link is concentrated in social media and short-form video, not gaming or educational use - Exploratory analyses suggest the digital moderation of the EF–reappraisal link is concentrated in social media and short-form video, not gaming or educational use
• Exploratory analyses: students ending the year in larger tutoring groups showed the largest math score increases but reported weaker tutor relationships than peers in smaller groups - Exploratory analyses: students ending the year in larger tutoring groups showed the largest math score increases but reported weaker tutor relationships than peers in smaller groups
• Exploratory analysis found item difficulty differed across sources, driven by the Google Gemini versus NLE contrast - Exploratory analysis found item difficulty differed across sources, driven by the Google Gemini versus NLE contrast
• Exploratory analysis found no observed differences in later MCAS performance between students just below and just above screening risk thresholds - Exploratory analysis found no observed differences in later MCAS performance between students just below and just above screening risk thresholds
• Exploratory analysis reveals sustained greater anticipatory activation for high versus low motivation conditions from 700–1100 ms post-cue over parieto-occipital scalp - Exploratory analysis reveals sustained greater anticipatory activation for high versus low motivation conditions from 700–1100 ms post-cue over parieto-occipital scalp
• Exploratory ANCOVA controlling for mastery probability favored the adaptive condition, but is not interpretable as a causal treatment effect - Exploratory ANCOVA controlling for mastery probability favored the adaptive condition, but is not interpretable as a causal treatment effect
• Exploratory correlations suggest embodiment was specifically relevant in the re-experiencing group, correlating with written procedural knowledge and post-test self-efficacy - Exploratory correlations suggest embodiment was specifically relevant in the re-experiencing group, correlating with written procedural knowledge and post-test self-efficacy
• Exploratory factor analysis in the pilot stage supported a four-factor solution, with three items removed (a weak loading, a cross-loading, and a low item–total correlation with duplicated content) - Exploratory factor analysis in the pilot stage supported a four-factor solution, with three items removed (a weak loading, a cross-loading, and a low item–total correlation with duplicated content)
• Exploratory factor analysis supports a five-factor GAA-LS structure explaining 67.82% of variance - Exploratory factor analysis supports a five-factor GAA-LS structure explaining 67.82% of variance
• Exploratory heat maps reveal three student groups, including disengaged-but-successful students more prevalent in the Python courses, showing low content completion can link to both positive and negative outcomes - Exploratory heat maps reveal three student groups, including disengaged-but-successful students more prevalent in the Python courses, showing low content completion can link to both positive and negat
• Exploratory ITT analyses showed small to medium negative effect estimates favoring control on confidence, hope, self-stigma, and personal recovery - Exploratory ITT analyses showed small to medium negative effect estimates favoring control on confidence, hope, self-stigma, and personal recovery
• Exploratory K-means clustering identifies four heterogeneous student AI-user profiles differing in experience, competence, usefulness, trust, and control, but the solution's optimality and stability are not established - Exploratory K-means clustering identifies four heterogeneous student AI-user profiles differing in experience, competence, usefulness, trust, and control, but the solution's optimality and stability a
• Exploratory learning is expected to raise metacognitive activity, which in turn increases strategic knowledge and adaptive transfer - Exploratory learning is expected to raise metacognitive activity, which in turn increases strategic knowledge and adaptive transfer
• Exploratory moderation analyses found no significant moderators (age, gender, SES, baseline self-control, baseline life events) of the life events–self-control relation - Exploratory moderation analyses found no significant moderators (age, gender, SES, baseline self-control, baseline life events) of the life events–self-control relation
• Exploratory multi-group analyses suggest competence-related paths differ by educational level and gender, with heterogeneity concentrated downstream of intention - Exploratory multi-group analyses suggest competence-related paths differ by educational level and gender, with heterogeneity concentrated downstream of intention
• Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment - Exploratory pre-post questionnaire comparisons showed descriptively higher post-program means but no statistically significant differences after Holm adjustment
• Exploratory ROI volume–behavior correlations within SES groups did not survive FDR correction - Exploratory ROI volume–behavior correlations within SES groups did not survive FDR correction
• Exploratory search behaviour in visual and semantic tasks is not correlated across children once ADHD score is controlled - Exploratory search behaviour in visual and semantic tasks is not correlated across children once ADHD score is controlled
• Exploratory stage-of-study analyses: undergraduate year level is positively associated with AI-related disengagement, and the GPA-band pattern is stronger in postgraduate/research students for active engagement and perceived learning impact - Exploratory stage-of-study analyses: undergraduate year level is positively associated with AI-related disengagement, and the GPA-band pattern is stronger in postgraduate/research students for active
• Exploratory structural equation modeling (ESEM) differentiates victimization components better than traditional CFA, which positively biases factor correlations - Exploratory structural equation modeling (ESEM) differentiates victimization components better than traditional CFA, which positively biases factor correlations
• Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics - Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics
• Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load - Exploratory tests found no significant interaction between receiving a rubric and learners' task performance on self-assessment accuracy or cognitive load
• Exploratory WM-task measures correlate with EF indices: inhibition accuracy with correct colors, PES mixed with verbal span, congruency effect with correct locations - Exploratory WM-task measures correlate with EF indices: inhibition accuracy with correct colors, PES mixed with verbal span, congruency effect with correct locations
• Exploratory, non-significant pattern suggests students with stronger learner profiles may show larger AI-assisted exam gains - Exploratory, non-significant pattern suggests students with stronger learner profiles may show larger AI-assisted exam gains
• Exploratory: leisure epistemic behavior mediates the relation of cognitive ability with tertiary academic performance, with a very small effect - Exploratory: leisure epistemic behavior mediates the relation of cognitive ability with tertiary academic performance, with a very small effect
• Exposed item-bank problems did not show an overall 'seen before, hence easier' pattern in this sample - Exposed item-bank problems did not show an overall 'seen before, hence easier' pattern in this sample
• Exposing young children to early math concepts supports reasoning, problem solving, and later success in and out of school - Exposing young children to early math concepts supports reasoning, problem solving, and later success in and out of school
• Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary - Exposure to a video model improves trainee teachers’ skill in using questioning for retrieval by 0.80 SD relative to restudying the evidence summary
• Exposure to adverse early circumstances affects the developing brain in ways that increase risk for later problems - Exposure to adverse early circumstances affects the developing brain in ways that increase risk for later problems
• Exposure to diverse philosophical perspectives is viewed by teachers as key to developing critical reflection - Exposure to diverse philosophical perspectives is viewed by teachers as key to developing critical reflection
• Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores - Exposure to field trips to informal science institutions produces small positive effects on middle school students' standardized science test scores
• Exposure to high-quality assignments predicted substantially higher IGAP reading, mathematics, and writing performance (effect sizes 0.43, 0.64, 0.52) - Exposure to high-quality assignments predicted substantially higher IGAP reading, mathematics, and writing performance (effect sizes 0.43, 0.64, 0.52)
• Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC - Exposure to mid-year entrants has small negative short-run effects on stable students' math and ELA test scores in NYC
• Exposure to others' discrepant curiosity ratings reduces the curiosity gap between opted-out and non-opted-out trials and between incorrect and correct trials, altering metacognitive control - Exposure to others' discrepant curiosity ratings reduces the curiosity gap between opted-out and non-opted-out trials and between incorrect and correct trials, altering metacognitive control
• Exposure to suspensions for serious misconduct has very small negative spillovers onto peer achievement - Exposure to suspensions for serious misconduct has very small negative spillovers onto peer achievement
• Exposure to the HP Learning Studio raised student awareness that spread peer-to-peer and broadened students' sense of future possibilities - Exposure to the HP Learning Studio raised student awareness that spread peer-to-peer and broadened students' sense of future possibilities
• Expressed dissatisfaction with online technology, instruction, or content is not the primary reason for dropping - Expressed dissatisfaction with online technology, instruction, or content is not the primary reason for dropping
• Expressed helpfulness of AI feedback showed no association with next essay reflection depth - Expressed helpfulness of AI feedback showed no association with next essay reflection depth
• Expressive language in kindergarten explains 24% of the variance in kindergarten arithmetic controlling for number naming and procedural counting knowledge - Expressive language in kindergarten explains 24% of the variance in kindergarten arithmetic controlling for number naming and procedural counting knowledge
• Expressive vocabulary adds small but significant variance to exception word reading, but not to general or nonword reading, in adult struggling readers - Expressive vocabulary adds small but significant variance to exception word reading, but not to general or nonword reading, in adult struggling readers
• Expressive vocabulary uniquely explains variance in reading comprehension of adult struggling readers - Expressive vocabulary uniquely explains variance in reading comprehension of adult struggling readers
• Expressive Writing Improves Health Outcomes
• Expressively oriented literary programs improved ToM, emotion understanding, and self-reported insight in children and adolescents - Expressively oriented literary programs improved ToM, emotion understanding, and self-reported insight in children and adolescents
• Extended chatbot use produced dose-dependent increases in loneliness and emotional dependence alongside lower socialisation (review attribution) - Extended chatbot use produced dose-dependent increases in loneliness and emotional dependence alongside lower socialisation (review attribution)
• Extended multi-turn dialogue does not produce effective tutoring: learning gains remain uniformly low and misconception reduction peaks around 24-25% - Extended multi-turn dialogue does not produce effective tutoring: learning gains remain uniformly low and misconception reduction peaks around 24-25%
• Extended SRL training programs enhance university students' academic performance, SRL strategies, and motivation (overall g = .38) - Extended SRL training programs enhance university students' academic performance, SRL strategies, and motivation (overall g = .38)
• Extending mandated daily study time from three to four hours produces no significant performance gains for novices - Extending mandated daily study time from three to four hours produces no significant performance gains for novices
• Extending maximum sequence length from 50 to 100 does not lead to consistent knowledge-tracing performance improvements; negative changes appear more frequently across models and datasets - Extending maximum sequence length from 50 to 100 does not lead to consistent knowledge-tracing performance improvements; negative changes appear more frequently across models and datasets
• Extensive Chinese logographic literacy training is associated with higher visuospatial short-term storage that does not generalize to phonological storage - Extensive Chinese logographic literacy training is associated with higher visuospatial short-term storage that does not generalize to phonological storage
• Extensive reading accompanied by peer interaction produced greater reading achievement gains than ER without peer interaction, no ER, or ER with teacher conferences - Extensive reading accompanied by peer interaction produced greater reading achievement gains than ER without peer interaction, no ER, or ER with teacher conferences
• Extensive reading effects are larger when learners' text choice is limited (e.g., by reading level) - Extensive reading effects are larger when learners' text choice is limited (e.g., by reading level)
• Extensive reading effects are larger when sample members have different first languages - Extensive reading effects are larger when sample members have different first languages
• Extensive reading effects are larger when some form of accountability for reading is included - Extensive reading effects are larger when some form of accountability for reading is included
• Extensive reading has a small, significant positive effect on second and foreign language skills (d = 0.41 across 86 experimental comparisons; d = 0.38 for the 82 immediate-posttest comparisons) - Extensive reading has a small, significant positive effect on second and foreign language skills (d = 0.41 across 86 experimental comparisons; d = 0.38 for the 82 immediate-posttest comparisons)
• Extensive reading improves vocabulary acquisition and spelling through repeated meaningful exposure - Extensive reading improves vocabulary acquisition and spelling through repeated meaningful exposure
• Extensive reading increased the Intellectual Value Japanese EFL learners attached to foreign-language reading (r = .26) - Extensive reading increased the Intellectual Value Japanese EFL learners attached to foreign-language reading (r = .26)
• Extensive reading of graded readers produced substantial vocabulary learning gains for EFL learners across proficiency levels - Extensive reading of graded readers produced substantial vocabulary learning gains for EFL learners across proficiency levels
• Extensive reading produced no measurable change in the perceived Practical Value of foreign-language reading (r = .09) - Extensive reading produced no measurable change in the perceived Practical Value of foreign-language reading (r = .09)
• Extensive reading reduced Japanese EFL learners' anxiety about foreign-language reading (r = .34) - Extensive reading reduced Japanese EFL learners' anxiety about foreign-language reading (r = .34)
• Extensive reading shows small-to-medium significant positive effects on every measured language domain, including vocabulary, reading comprehension, and general proficiency - Extensive reading shows small-to-medium significant positive effects on every measured language domain, including vocabulary, reading comprehension, and general proficiency
• Extent of spatial-skills representation does not vary by curricular age level - Extent of spatial-skills representation does not vary by curricular age level
• External conceptual resources support teachers' pedagogical judgment by affording richer representations and more productive problem frames - External conceptual resources support teachers' pedagogical judgment by affording richer representations and more productive problem frames
• External disequilibrium level systematically influences subsequent changes in internal disequilibrium: discrepant conditions increase mixture among low mix subjects and decrease it among high mix subjects - External disequilibrium level systematically influences subsequent changes in internal disequilibrium: discrepant conditions increase mixture among low mix subjects and decrease it among high mix subj
• External empirical evidence can refute a computational model of particle interactions when the model's own simulation cannot
• External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback - External feedback from supervisors, tutors, and peers supports students' completion and accuracy of self-assessment, with high achievers more likely to use tutor feedback
• External feedback, use of instruments (especially rubrics), and formative/qualitative purpose increase students' perceived usefulness of self-assessment - External feedback, use of instruments (especially rubrics), and formative/qualitative purpose increase students' perceived usefulness of self-assessment
• External Mandate shows no significant direct relationship with Deep Revision Engagement - External Mandate shows no significant direct relationship with Deep Revision Engagement
• External partners played the central role in forming and running implementation networks, with most principal interaction directed at partners rather than other schools - External partners played the central role in forming and running implementation networks, with most principal interaction directed at partners rather than other schools
• External partners' influence is necessarily limited by their minor role in schools' attention and activity - External partners' influence is necessarily limited by their minor role in schools' attention and activity
• External reminders dramatically reduce forgetting of delayed intentions - External reminders dramatically reduce forgetting of delayed intentions
• External rewards can undermine intrinsic motivation for learners who are already motivated - External rewards can undermine intrinsic motivation for learners who are already motivated
• External strategy use affects comprehension of relations among controversial texts, according to the article's title statement - External strategy use affects comprehension of relations among controversial texts, according to the article's title statement
• External validity of the special-issue strategy measures was mixed: low-to-moderate comprehension correlations for Bräten and Strømsø and Magliano et al., indeterminate for Schellings and Winne and Muis - External validity of the special-issue strategy measures was mixed: low-to-moderate comprehension correlations for Bräten and Strømsø and Magliano et al., indeterminate for Schellings and Winne and Mu
• Externalizing and internalizing symptoms, but not posttraumatic stress symptoms, mediate the association between community violence exposure and later school engagement - Externalizing and internalizing symptoms, but not posttraumatic stress symptoms, mediate the association between community violence exposure and later school engagement
• Externalizing behaviors are related to reading, mathematics, and written language achievement in students with E/BD - Externalizing behaviors are related to reading, mathematics, and written language achievement in students with E/BD
• Externalizing knowledge into a wiki can itself produce individual learning through deeper processing - Externalizing knowledge into a wiki can itself produce individual learning through deeper processing
• Extinction increased spoon acceptance but cup mouth clean remained low before fading - Extinction increased spoon acceptance but cup mouth clean remained low before fading
• Extra honours workload causes stress, less free time and reported grade decreases in the main phase - Extra honours workload causes stress, less free time and reported grade decreases in the main phase
• Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it - Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it
• Extracurricular involvement and adult mentorship are associated with reversal of gifted underachievement - Extracurricular involvement and adult mentorship are associated with reversal of gifted underachievement
• Extramural English gaming relates to better L2 proficiency, but effects vary by activity type and strategy - Extramural English gaming relates to better L2 proficiency, but effects vary by activity type and strategy
• Extraneous cognitive load arising from limited scope and high distance in the rule-based game pushed the facilitator toward first- and second-order interventions instead of the third-order interventions the learning goal required - Extraneous cognitive load arising from limited scope and high distance in the rule-based game pushed the facilitator toward first- and second-order interventions instead of the third-order interventio
• Extraneous cognitive load did not mediate the detrimental effect of seductive details in this online study - Extraneous cognitive load did not mediate the detrimental effect of seductive details in this online study
• Extraneous cognitive load is negatively associated with autonomous motivation and positively with disengagement, while intrinsic load is negatively associated with motivation, engagement, and achievement - Extraneous cognitive load is negatively associated with autonomous motivation and positively with disengagement, while intrinsic load is negatively associated with motivation, engagement, and achievem
• Extraneous, essential, and generative processing are tapped by different assessment instruments, partially validating the triarchic theory - Extraneous, essential, and generative processing are tapped by different assessment instruments, partially validating the triarchic theory
• Extraversion correlates negatively with well-being decline in wartime students, though less strongly than emotional stability - Extraversion correlates negatively with well-being decline in wartime students, though less strongly than emotional stability
• Extraversion correlates positively with achievement in language domains but not in STEM, a domain pattern driven by grades - Extraversion correlates positively with achievement in language domains but not in STEM, a domain pattern driven by grades
• Extraversion's protective effect on well-being declines with age, significant only for younger students - Extraversion's protective effect on well-being declines with age, significant only for younger students
• Extreme country cases: Spain reports universal external control of hiring while the Netherlands reports universal internal control of HR, curriculum, and budget - Extreme country cases: Spain reports universal external control of hiring while the Netherlands reports universal internal control of HR, curriculum, and budget
• Extreme DESR in adults with ADHD is associated with reduced marital status and higher risk of traffic accidents and arrests - Extreme DESR in adults with ADHD is associated with reduced marital status and higher risk of traffic accidents and arrests
• Extreme DESR in adults with ADHD is linked to lower quality of life on nearly all QLES-Q-SF domains - Extreme DESR in adults with ADHD is linked to lower quality of life on nearly all QLES-Q-SF domains
• Extreme DESR in adults with ADHD is linked to worse social adjustment on most SAS-SR domains - Extreme DESR in adults with ADHD is linked to worse social adjustment on most SAS-SR domains
• Extreme slant is fastest in the one-minute test while back-hand is fastest in the five-minute test and vertical writing slowest - Extreme slant is fastest in the one-minute test while back-hand is fastest in the five-minute test and vertical writing slowest
• Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning - Extrinsic goals are more strongly associated with cheating than intrinsic enjoyment of learning
• Extrinsic incentives have mixed results on effort and achievement, working better when immediate and larger - Extrinsic incentives have mixed results on effort and achievement, working better when immediate and larger
• Extrinsic motivation to please teachers is positively related to intrinsic motivation among Asian American students but negatively among Caucasian students - Extrinsic motivation to please teachers is positively related to intrinsic motivation among Asian American students but negatively among Caucasian students
• Extrinsic rewards deplete intrinsic motivation for already-motivated activities once the rewards are removed - Extrinsic rewards deplete intrinsic motivation for already-motivated activities once the rewards are removed
• Eye fixation data corroborated verbal protocols on the primary representation used (disagreement on only one trial) and revealed additional representations consulted but never mentioned verbally - Eye fixation data corroborated verbal protocols on the primary representation used (disagreement on only one trial) and revealed additional representations consulted but never mentioned verbally
• Eye fixation measures of attention to representations were highly correlated with verbal mentions (correlations from .63 to .96), supporting both as measures of representation use - Eye fixation measures of attention to representations were highly correlated with verbal mentions (correlations from .63 to .96), supporting both as measures of representation use
• Eye movements during retrieval reenact encoding eye movements and predict memory accuracy - Eye movements during retrieval reenact encoding eye movements and predict memory accuracy
• Eye movements shift from easy, low-support tasks during early selections to faster orientation toward more difficult tasks during final selections - Eye movements shift from easy, low-support tasks during early selections to faster orientation toward more difficult tasks during final selections
• Eye tracking can be used to study student engagement, teacher expertise, and teacher-student interaction in naturalistic classroom contexts - Eye tracking can be used to study student engagement, teacher expertise, and teacher-student interaction in naturalistic classroom contexts
• Eye tracking can identify which words a second-language reader had trouble understanding - Eye tracking can identify which words a second-language reader had trouble understanding
• Eye tracking shows fluency does not affect recall but learners spend more time on later sentences of degraded text - Eye tracking shows fluency does not affect recall but learners spend more time on later sentences of degraded text
• Eye transition data showed students made saccades between representations, indicating attempts to relate and integrate information rather than relying only on the model - Eye transition data showed students made saccades between representations, indicating attempts to relate and integrate information rather than relying only on the model
• Eye-gaze-tracking-based proctoring systems report cheating-detection accuracies around 95–98% in their original studies - Eye-gaze-tracking-based proctoring systems report cheating-detection accuracies around 95–98% in their original studies
• Eye-tracking data enables detection of more frequent Monitoring and Evaluation processes that navigational and peripheral channels miss - Eye-tracking data enables detection of more frequent Monitoring and Evaluation processes that navigational and peripheral channels miss
• Eye-tracking measures of cognitive load show significantly higher validity than measures of other learning constructs in IVR - Eye-tracking measures of cognitive load show significantly higher validity than measures of other learning constructs in IVR
• Eyetracking showed students often answer word problems without looking at the algebraic expression, leading the curriculum to treat expression-writing as an induction task with the formula row moved to the bottom of the table - Eyetracking showed students often answer word problems without looking at the algebraic expression, leading the curriculum to treat expression-writing as an induction task with the formula row moved t