Claims: N 2

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• No reviewed study exclusively assessed prospective emotions in PD - No reviewed study exclusively assessed prospective emotions in PD
• No rigorous evaluations of trauma-informed approaches in schools met inclusion criteria in a comprehensive systematic review search - No rigorous evaluations of trauma-informed approaches in schools met inclusion criteria in a comprehensive systematic review search
• No school is totally low-risk from weather-related disruptions - No school is totally low-risk from weather-related disruptions
• No school type stood out on TAP performance, but charter schools had substantially lower dropout rates after controlling for incoming student characteristics - No school type stood out on TAP performance, but charter schools had substantially lower dropout rates after controlling for incoming student characteristics
• No seductive details effect on transfer was observed, and no definitive conclusions about comprehension effects can be drawn from the multiple-choice transfer data - No seductive details effect on transfer was observed, and no definitive conclusions about comprehension effects can be drawn from the multiple-choice transfer data
• No SEL construct status or growth significantly predicted chronic absenteeism in 9th grade after controlling for background characteristics - No SEL construct status or growth significantly predicted chronic absenteeism in 9th grade after controlling for background characteristics
• No SES difference was found in kindergarten children's learning loss for reading precursors and inductive reasoning - No SES difference was found in kindergarten children's learning loss for reading precursors and inductive reasoning
• No sex difference in the effect of drill on arithmetic improvement - No sex difference in the effect of drill on arithmetic improvement
• No significant accelerometer-based differences in physical activity were found for boys in Playworks schools compared with control schools - No significant accelerometer-based differences in physical activity were found for boys in Playworks schools compared with control schools
• No significant age x acquaintance interaction on estimated success helping others learn Facebook - No significant age x acquaintance interaction on estimated success helping others learn Facebook
• No significant associations between relational goals and autonomy, nor between mastery goals and evaluation or autonomy - No significant associations between relational goals and autonomy, nor between mastery goals and evaluation or autonomy
• No significant condition differences remain at posttest: both approaches converge on MVC strategy and reasoning after both phases - No significant condition differences remain at posttest: both approaches converge on MVC strategy and reasoning after both phases
• No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction - No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction
• No significant difference between virtual simulation and authentic video on the basic observation dimension of assignments - No significant difference between virtual simulation and authentic video on the basic observation dimension of assignments
• No significant difference found across pair compositions in alternating sequences of two or three actions during CPS - No significant difference found across pair compositions in alternating sequences of two or three actions during CPS
• No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups - No significant difference in motivation for learning science between computer-based and regular-classroom inquiry groups
• No significant difference in perceived learning across the three modes (p = .845), despite the unrestricted mode's nearly double objective learning delta - No significant difference in perceived learning across the three modes (p = .845), despite the unrestricted mode's nearly double objective learning delta
• No significant difference was found between grade groups in the classification distribution of VMI, VP and MC performance levels - No significant difference was found between grade groups in the classification distribution of VMI, VP and MC performance levels
• No significant differences among PF, VF-high, VF-low, and DI conditions on procedural knowledge acquisition - No significant differences among PF, VF-high, VF-low, and DI conditions on procedural knowledge acquisition
• No significant differences between conditions in the quantity or quality of discussion summaries - No significant differences between conditions in the quantity or quality of discussion summaries
• No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention - No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention
• No significant differences between Engineering and Technology exam questions in novelty and level of communication - No significant differences between Engineering and Technology exam questions in novelty and level of communication
• No significant differences between SCMC and FTF interaction on L2 development overall - No significant differences between SCMC and FTF interaction on L2 development overall
• No significant differences between VR-based and conventional training in operational understanding, technical skills, or system usability - No significant differences between VR-based and conventional training in operational understanding, technical skills, or system usability
• No significant differences emerged between GPT-3.5 Turbo and Claude 3 Opus on affective, collaborative, or performance measures - No significant differences emerged between GPT-3.5 Turbo and Claude 3 Opus on affective, collaborative, or performance measures
• No significant differences emerged between word-reading intervention approaches, though whole word recognition showed trends toward null effects - No significant differences emerged between word-reading intervention approaches, though whole word recognition showed trends toward null effects
• No significant differences in achievement growth were identified for Indigenous students between 2019 and 2020 cohorts - No significant differences in achievement growth were identified for Indigenous students between 2019 and 2020 cohorts
• No significant differences in affect recognition errors emerged between the ADHD-Combined group and controls or between the ADHD-C and ADHD-I groups - No significant differences in affect recognition errors emerged between the ADHD-Combined group and controls or between the ADHD-C and ADHD-I groups
• No significant differences in attention or working memory were found between intervention and control groups at either follow-up - No significant differences in attention or working memory were found between intervention and control groups at either follow-up
• No significant differences in attitude effects between the five types of innovative teaching approach - No significant differences in attitude effects between the five types of innovative teaching approach
• No significant differences in learning measures across teacher-coached, researcher-coached, and BioWorld-alone conditions - No significant differences in learning measures across teacher-coached, researcher-coached, and BioWorld-alone conditions
• No significant differences in one-year learning gains between schools with NBCT clusters and similar schools - No significant differences in one-year learning gains between schools with NBCT clusters and similar schools
• No significant differences in posttest rule accuracy across scaffolding conditions - No significant differences in posttest rule accuracy across scaffolding conditions
• No significant differences in science learning or attitudes between OpenSciEd and mySci eighth-grade classes in one small comparison - No significant differences in science learning or attitudes between OpenSciEd and mySci eighth-grade classes in one small comparison
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) - No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053)
• No significant direct effects exist between teachers' motivation to promote SRL and students' SRL motivation - No significant direct effects exist between teachers' motivation to promote SRL and students' SRL motivation
• No significant effect of order of phases on procedural knowledge in the Bayesian-reasoning replication - No significant effect of order of phases on procedural knowledge in the Bayesian-reasoning replication
• No significant effect on focal students' perceived relationship negativity - No significant effect on focal students' perceived relationship negativity
• No significant ethnic differences in behavior problems or self-concept among children with ADHD, though Caucasian children had the lowest mean self-concept - No significant ethnic differences in behavior problems or self-concept among children with ADHD, though Caucasian children had the lowest mean self-concept
• No significant GenAI-literacy-by-agent-condition interaction emerged, so the formal models did not support different literacy slopes across designs - No significant GenAI-literacy-by-agent-condition interaction emerged, so the formal models did not support different literacy slopes across designs
• No significant gender difference in gaming the system appears in the non-game control condition or in the problem-solving step - No significant gender difference in gaming the system appears in the non-game control condition or in the problem-solving step
• No significant gender difference in word-problem performance on either formatted or unformatted test forms - No significant gender difference in word-problem performance on either formatted or unformatted test forms
• No significant gender differences in communal or agentic goal affordances, endorsements, or incongruity among Indigenous STEM students - No significant gender differences in communal or agentic goal affordances, endorsements, or incongruity among Indigenous STEM students
• No significant gender differences in CTAT performance within either educational pathway - No significant gender differences in CTAT performance within either educational pathway
• No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry - No significant gender differences in knowledge pretest scores or learning gains after Web-based collaborative inquiry
• No significant gender differences on anxiety or reading measures at either time point - No significant gender differences on anxiety or reading measures at either time point
• No significant group difference in working memory as measured by the Digit Span Backward subtest - No significant group difference in working memory as measured by the Digit Span Backward subtest
• No significant group differences in knowledge gain or knowledge transfer despite ChatGPT's task-performance advantage - No significant group differences in knowledge gain or knowledge transfer despite ChatGPT's task-performance advantage
• No significant group differences in Stroop color and word card times or in error rates on any Stroop card - No significant group differences in Stroop color and word card times or in error rates on any Stroop card
• No significant group differences on Iowa Gambling Task block trends, overall trend, or Decks B, C, and D choices - No significant group differences on Iowa Gambling Task block trends, overall trend, or Decks B, C, and D choices
• No significant group-level difference between auditory-alone and visual-alone sentence recognition, with substantial individual modality preferences - No significant group-level difference between auditory-alone and visual-alone sentence recognition, with substantial individual modality preferences
• No significant heterogeneity in pilot effects by school racial/ethnic composition was found - No significant heterogeneity in pilot effects by school racial/ethnic composition was found
• No significant impact of frustration or boredom (or anxiousness, discouragement, distractedness) on practice performance was found - No significant impact of frustration or boredom (or anxiousness, discouragement, distractedness) on practice performance was found
• No significant independent relationship was found between inhibition and factual knowledge of arithmetic in either children or adults - No significant independent relationship was found between inhibition and factual knowledge of arithmetic in either children or adults
• No significant instructional-group effects were detected at the six-month follow-up assessment - No significant instructional-group effects were detected at the six-month follow-up assessment
• No significant interaction between age group and treatment type in acceptability ratings - No significant interaction between age group and treatment type in acceptability ratings
• No significant interaction between condition and pre-test knowledge on learning outcomes in either topic - No significant interaction between condition and pre-test knowledge on learning outcomes in either topic
• No significant interaction between learning mode and learning style on gain scores, while the learning-mode main effect was significant - No significant interaction between learning mode and learning style on gain scores, while the learning-mode main effect was significant
• No significant interaction between order of phases and type of instruction on conceptual knowledge in the Bayesian-reasoning replication - No significant interaction between order of phases and type of instruction on conceptual knowledge in the Bayesian-reasoning replication
• No significant interaction between prior knowledge and task difficulty was observed in a worked-example algebra study - No significant interaction between prior knowledge and task difficulty was observed in a worked-example algebra study
• No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) - No significant interactions emerged between text medium and any other variable (test time, complexity, engagement)
• No significant mean differences in perspectives between primary and secondary school staff - No significant mean differences in perspectives between primary and secondary school staff
• No significant medium, context, or interaction effects on integration of information across complementary texts or videos - No significant medium, context, or interaction effects on integration of information across complementary texts or videos
• No significant medium, context, or medium-by-context effects on written response length as a measure of behavioral engagement - No significant medium, context, or medium-by-context effects on written response length as a measure of behavioral engagement
• No significant moderators of the action video game effect were found in either meta-analysis - No significant moderators of the action video game effect were found in either meta-analysis
• No significant overall linear trend of exposure number on the incidental learning effect, though two exposures yield a significantly smaller effect than eight in block 1 - No significant overall linear trend of exposure number on the incidental learning effect, though two exposures yield a significantly smaller effect than eight in block 1
• No significant performance difference was found between the causal-only and simulation-only conditions, nor between the mismatched and partly matched conditions - No significant performance difference was found between the causal-only and simulation-only conditions, nor between the mismatched and partly matched conditions
• No significant pre-test difference existed between the two groups' entry listening knowledge - No significant pre-test difference existed between the two groups' entry listening knowledge
• No significant relationship exists between essay quality and the overall quality of feedback generated by peers and ChatGPT - No significant relationship exists between essay quality and the overall quality of feedback generated by peers and ChatGPT
• No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ - No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ
• No significant relationship was found between positive feedback and positive emotions in CPS - No significant relationship was found between positive feedback and positive emotions in CPS
• No significant relative pre–post changes for attitudes toward collaborative learning, overall teamwork, or remaining teamwork subscales - No significant relative pre–post changes for attitudes toward collaborative learning, overall teamwork, or remaining teamwork subscales
• No significant subgroup difference was found in the magnitude of the direct effect of MA on reading comprehension for any moderator (except lower elementary non-significance) - No significant subgroup difference was found in the magnitude of the direct effect of MA on reading comprehension for any moderator (except lower elementary non-significance)
• No significant total or direct effect of semantic knowledge on word or pseudoword decoding in children with dyslexia - No significant total or direct effect of semantic knowledge on word or pseudoword decoding in children with dyslexia
• No significant trait self-control × fluid reasoning interaction effects on grades or standardized test scores - No significant trait self-control × fluid reasoning interaction effects on grades or standardized test scores
• No significant urban–rural difference in AI literacy scores, though the p-value approaches threshold - No significant urban–rural difference in AI literacy scores, though the p-value approaches threshold
• No single control-timing paradigm dominates across subjective measures: eight of ten questionnaire items show no significant differences between paradigms - No single control-timing paradigm dominates across subjective measures: eight of ten questionnaire items show no significant differences between paradigms
• No single instructional strategy is a significant moderator of shared text reading effects on listening comprehension - No single instructional strategy is a significant moderator of shared text reading effects on listening comprehension
• No single learner model was best across the six datasets, justifying a broad multi-model approach - No single learner model was best across the six datasets, justifying a broad multi-model approach
• No single measure exists that assesses children's emotional wellbeing in the context of primary-secondary school transitions; existing measure designs are inadequate - No single measure exists that assesses children's emotional wellbeing in the context of primary-secondary school transitions; existing measure designs are inadequate
• No single metacognitive self-report can be recommended as the industry standard; the COMEGAM-ro has the strongest statistical support but is unreplicated - No single metacognitive self-report can be recommended as the industry standard; the COMEGAM-ro has the strongest statistical support but is unreplicated
• No single rule was professed to be known by half the university students despite all having been taught the rules the previous winter - No single rule was professed to be known by half the university students despite all having been taught the rules the previous winter
• No specific coaching dosage is established as necessary; coaching outcomes appear more sensitive to coaching quality than dosage, with sustained duration favoring comprehensive coaching - No specific coaching dosage is established as necessary; coaching outcomes appear more sensitive to coaching quality than dosage, with sustained duration favoring comprehensive coaching
• No SRSD study met WWC group design standards; 10 of 14 eligible single-case design studies met pilot standards with reservations - No SRSD study met WWC group design standards; 10 of 14 eligible single-case design studies met pilot standards with reservations
• No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change - No statistically significant assimilation effect (BIRGE) of belonging to a higher-achieving clique within the classroom on ASC change
• No statistically significant association between QCGE dimension ratings and the collaborative product grade - No statistically significant association between QCGE dimension ratings and the collaborative product grade
• No statistically significant difference between the work-skills route and the educational-motivation route (C1: β=-.0021, CI includes zero) - No statistically significant difference between the work-skills route and the educational-motivation route (C1: β=-.0021, CI includes zero)
• No statistically significant difference in children's post-assessment ocean science scores between intervention and comparison groups - No statistically significant difference in children's post-assessment ocean science scores between intervention and comparison groups
• No statistically significant differences between grade levels in the association between perceiving science as understandable and emotional engagement - No statistically significant differences between grade levels in the association between perceiving science as understandable and emotional engagement
• No statistically significant EBAPS differences were observed for Axes 1–3 or between guided-inquiry and answer-oriented chatbot preferrers - No statistically significant EBAPS differences were observed for Axes 1–3 or between guided-inquiry and answer-oriented chatbot preferrers
• No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students - No statistically significant gender differences in perceived learning outcomes across any dimension among higher vocational students
• No statistically significant interaction effects between satisfaction and adaptive feedback on the subsequent pre-actional phase; only marginal trends emerged (H4 not supported) - No statistically significant interaction effects between satisfaction and adaptive feedback on the subsequent pre-actional phase; only marginal trends emerged (H4 not supported)
• No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension - No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension
• No statistically significant mean differences by sleep health class on literacy, mathematics, or executive functioning after covariate adjustment - No statistically significant mean differences by sleep health class on literacy, mathematics, or executive functioning after covariate adjustment
• No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern - No statistically significant mentoring–retention relationships emerged in districts with any characteristics examined, and subgroup differences exceeding 10 percentage points showed no clear pattern
• No statistically significant reciprocal relationships between Task interest and formative test performance were found. - No statistically significant reciprocal relationships between Task interest and formative test performance were found.
• No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation - No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation
• No statistically significant summer gap in children's reading time by parental education in the APSCC - No statistically significant summer gap in children's reading time by parental education in the APSCC
• No statistically significant TFA impacts were found for upper elementary grades (3 through 5) in reading or math or for other examined subgroups - No statistically significant TFA impacts were found for upper elementary grades (3 through 5) in reading or math or for other examined subgroups
• No studies meeting WWC evidence standards addressed general reading achievement for Ladders to Literacy - No studies meeting WWC evidence standards addressed general reading achievement for Ladders to Literacy
• No studies meeting WWC group design standards exist for UCSMP Geometry, Advanced Algebra, Functions Statistics and Trigonometry, or Precalculus and Discrete Mathematics - No studies meeting WWC group design standards exist for UCSMP Geometry, Advanced Algebra, Functions Statistics and Trigonometry, or Precalculus and Discrete Mathematics
• No studies meeting WWC standards addressed SSL effects on fluency, comprehension, or general reading achievement, and the extent of alphabetics evidence is small - No studies meeting WWC standards addressed SSL effects on fluency, comprehension, or general reading achievement, and the extent of alphabetics evidence is small
• No studies meeting WWC standards report summer bridge outcomes in college access and enrollment, credit accumulation, general academic achievement, or labor market domains - No studies meeting WWC standards report summer bridge outcomes in college access and enrollment, credit accumulation, general academic achievement, or labor market domains
• No studies of Cognitive Tutor® Algebra II or Integrated Math I–III meet WWC standards, so the report makes no effectiveness findings for those courses - No studies of Cognitive Tutor® Algebra II or Integrated Math I–III meet WWC standards, so the report makes no effectiveness findings for those courses
• No substantial evidence of publication bias or small-study effects in the screening validity meta-analysis - No substantial evidence of publication bias or small-study effects in the screening validity meta-analysis
• No substantial example of emancipatory immersion was found in the family data, despite the framework including it. - No substantial example of emancipatory immersion was found in the family data, despite the framework including it.
• No supplemental intervention was significantly better than another, and gains were not tied to program type - No supplemental intervention was significantly better than another, and gains were not tied to program type
• No surveyed presentation-coaching system covers all five taxonomy dimensions simultaneously - No surveyed presentation-coaching system covers all five taxonomy dimensions simultaneously
• No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments - No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments
• No think-aloud student showed 'appraising tasks' utterances, though all showed 'designing process' utterances within planning your approach - No think-aloud student showed 'appraising tasks' utterances, though all showed 'designing process' utterances within planning your approach
• No trace format supported calibrated self-evaluation: perceived-achieved correlations were low and non-significant in all conditions - No trace format supported calibrated self-evaluation: perceived-achieved correlations were low and non-significant in all conditions
• No training condition affects letter script stroke direction - No training condition affects letter script stroke direction
• No transmission was found from teachers' positive emotions to students' emotions, from teachers' emotions to students' negative emotions, or from students' emotions to teachers' positive emotions - No transmission was found from teachers' positive emotions to students' emotions, from teachers' emotions to students' negative emotions, or from students' emotions to teachers' positive emotions
• No univariate activation-level differences between adults with dyscalculia and controls during symbolic or non-symbolic number processing - No univariate activation-level differences between adults with dyscalculia and controls during symbolic or non-symbolic number processing
• No validated individual-level instrument in the focal corpus tests the full combination of agent-control behaviors for tool-using AI agents - No validated individual-level instrument in the focal corpus tests the full combination of agent-control behaviors for tool-using AI agents
• No white-matter structural connectivity differences between adults with dyscalculia and controls in the examined tracts - No white-matter structural connectivity differences between adults with dyscalculia and controls in the examined tracts
• No-conflict control accuracy remained at ceiling after training, arguing against guessing and a reversed-heuristic account - No-conflict control accuracy remained at ceiling after training, arguing against guessing and a reversed-heuristic account
• No-credit rates during the pandemic varied considerably across elementary schools, including among schools serving similar student populations - No-credit rates during the pandemic varied considerably across elementary schools, including among schools serving similar student populations
• No-loss gambling and gains-only designs avoid loss-aversion complications in PDW - No-loss gambling and gains-only designs avoid loss-aversion complications in PDW
• Noise impairs children's performance in complex listening tasks beyond simple identification, with children affected more than adults - Noise impairs children's performance in complex listening tasks beyond simple identification, with children affected more than adults
• Non-cardio exercise (yoga, tai chi, walking) shows predominantly positive but questionable acute and chronic effects in children with ADHD - Non-cardio exercise (yoga, tai chi, walking) shows predominantly positive but questionable acute and chronic effects in children with ADHD
• Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction using cognitive-behavioral and behavioral instructional methods shows consistently positive effects - Non-cognitive-behavioral counseling, social work, and other therapeutic interventions show consistently negative effects, whereas self-control or social competency promotion instruction using cognitiv
• Non-competence-based constructs including temperaments, attachment, and socioeconomic variables predict or moderate achievement goals - Non-competence-based constructs including temperaments, attachment, and socioeconomic variables predict or moderate achievement goals
• Non-core course failures in ninth grade were associated with decreases in four-year graduation rates similar to core course failures - Non-core course failures in ninth grade were associated with decreases in four-year graduation rates similar to core course failures
• Non-decision time (encoding/motor speed) is unchanged when inhibitory demands are introduced - Non-decision time (encoding/motor speed) is unchanged when inhibitory demands are introduced
• Non-ELLs outscore ELLs in math, reading, and self-efficacy at every timepoint, with a 2015 self-efficacy gap exceeding .35 standard deviations - Non-ELLs outscore ELLs in math, reading, and self-efficacy at every timepoint, with a 2015 self-efficacy gap exceeding .35 standard deviations
• Non-expert participants often fail to notice empathy differences between chatbot versions, so self-reported perceived empathy alone is an unreliable assessment method - Non-expert participants often fail to notice empathy differences between chatbot versions, so self-reported perceived empathy alone is an unreliable assessment method
• Non-expert students exhibit intuitive behaviors towards LLM-based AI systems when prompt engineering - Non-expert students exhibit intuitive behaviors towards LLM-based AI systems when prompt engineering
• Non-fraternity male freshmen were more likely than non-fraternity female freshmen to reach the laggard list - Non-fraternity male freshmen were more likely than non-fraternity female freshmen to reach the laggard list
• Non-fraternity men showed a higher percentage of delinquent hours of work than non-fraternity women - Non-fraternity men showed a higher percentage of delinquent hours of work than non-fraternity women
• Non-graphomotor processing speed (residualized Coding) predicts oral reading fluency similarly in children with and without ADHD - Non-graphomotor processing speed (residualized Coding) predicts oral reading fluency similarly in children with and without ADHD
• Non-Hispanic White children showed better cognitive flexibility and received more emotionally supportive caregiving than children from minority backgrounds - Non-Hispanic White children showed better cognitive flexibility and received more emotionally supportive caregiving than children from minority backgrounds
• Non-human actants such as a Bristol board and task instructions can subordinate students and render classroom talk non-dialogic - Non-human actants such as a Bristol board and task instructions can subordinate students and render classroom talk non-dialogic
• Non-immersive devices, especially smartphone/tablet-based AR, dominated VR/AR-supported K-12 STEM studies; immersive AR was rarely used - Non-immersive devices, especially smartphone/tablet-based AR, dominated VR/AR-supported K-12 STEM studies; immersive AR was rarely used
• Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent - Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent
• Non-interactive teaching does not enhance long-term retention relative to restudy at eight weeks - Non-interactive teaching does not enhance long-term retention relative to restudy at eight weeks
• Non-interactive teaching is more than a special case of retrieval practice, with generative processing and social presence linked to its effects - Non-interactive teaching is more than a special case of retrieval practice, with generative processing and social presence linked to its effects
• Non-interactive teaching produces stronger under-confidence (metacognitive bias) than restudy immediately after learning - Non-interactive teaching produces stronger under-confidence (metacognitive bias) than restudy immediately after learning
• Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded - Non-interactive teaching was not generally more effective than restudy, but was more effective in humanities, upper secondary education, and when graded
• Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms - Non-interactive teaching yields higher immediate scientific knowledge than restudy in secondary physics classrooms
• Non-layered AI feedback produced significantly higher post-test performance than layered AI feedback after controlling for pre-test - Non-layered AI feedback produced significantly higher post-test performance than layered AI feedback after controlling for pre-test
• Non-LEP students outperformed LEP-designated students on oral language, reading comprehension, and decoding fluency factors with large effect sizes in grades 5 and 7 - Non-LEP students outperformed LEP-designated students on oral language, reading comprehension, and decoding fluency factors with large effect sizes in grades 5 and 7
• Non-linear (Goldilocks) effects of expectations and aspirations on outcomes are small and largely non-significant - Non-linear (Goldilocks) effects of expectations and aspirations on outcomes are small and largely non-significant
• Non-linear within-year growth has implications for extending the school year, summer learning loss, and racial/ethnic achievement gaps - Non-linear within-year growth has implications for extending the school year, summer learning loss, and racial/ethnic achievement gaps
• Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary - Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary
• Non-native signers entering a signing school before age 6 had better ASL abilities than those entering later, but did not equal native signers - Non-native signers entering a signing school before age 6 had better ASL abilities than those entering later, but did not equal native signers
• Non-native speaker dyads provided with subtitled videos before tasks produce a significantly higher percentage of negotiated turns in online TBLL than dyads without videos - Non-native speaker dyads provided with subtitled videos before tasks produce a significantly higher percentage of negotiated turns in online TBLL than dyads without videos
• Non-participation in intensive professional development reflected enjoyment, preparation, and conceptions of professional development, not experience or science background - Non-participation in intensive professional development reflected enjoyment, preparation, and conceptions of professional development, not experience or science background
• Non-pharmacological treatments in childhood show lesser efficacy than ADHD drugs on core symptoms; only free fatty acid supplementation and exclusion of artificial food colour reached significance, with relatively small effects - Non-pharmacological treatments in childhood show lesser efficacy than ADHD drugs on core symptoms; only free fatty acid supplementation and exclusion of artificial food colour reached significance, wi
• Non-players generally score better than players on graduate attribute measures, though the difference is very small - Non-players generally score better than players on graduate attribute measures, though the difference is very small
• Non-readers recognize logos with additional visual features better than logos distinguished only by color and typeface - Non-readers recognize logos with additional visual features better than logos distinguished only by color and typeface
• Non-reading children and unschooled illiterate adults both differ significantly from low-educated literate adults on most print-awareness tasks, but do not differ from each other - Non-reading children and unschooled illiterate adults both differ significantly from low-educated literate adults on most print-awareness tasks, but do not differ from each other
• Non-regularized graphical model methods are specifically designed for low-dimensional data common in the social-behavioral sciences - Non-regularized graphical model methods are specifically designed for low-dimensional data common in the social-behavioral sciences
• Non-scientific discussion was much denser than scientific discussion, with all students participating non-scientifically but only 12 scientifically - Non-scientific discussion was much denser than scientific discussion, with all students participating non-scientifically but only 12 scientifically
• Non-significant moderator effect sizes show markedly lower relative visibility in the published STEM education record, with roughly 40–90% lower visibility than highly significant results - Non-significant moderator effect sizes show markedly lower relative visibility in the published STEM education record, with roughly 40–90% lower visibility than highly significant results
• Non-STEM majors in conceptual physics and astronomy courses score significantly lower pre-instruction on the LCTSR than STEM majors - Non-STEM majors in conceptual physics and astronomy courses score significantly lower pre-instruction on the LCTSR than STEM majors
• Non-STEM students show the poorest performance on proportional reasoning (25%) and score 30% on hypothetico-deductive reasoning items - Non-STEM students show the poorest performance on proportional reasoning (25%) and score 30% on hypothetico-deductive reasoning items
• Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2) - Non-symbolic addition performance correlates with mathematics achievement in a new sample, surviving controls for verbal intelligence and literacy (Experiment 2)
• Non-symbolic addition performance does not differ by socioeconomic status, though wealthier children score higher on mathematics achievement tests - Non-symbolic addition performance does not differ by socioeconomic status, though wealthier children score higher on mathematics achievement tests
• Non-symbolic arithmetic performance correlates with children's mastery of number words and Arabic symbols (Experiment 2) - Non-symbolic arithmetic performance correlates with children's mastery of number words and Arabic symbols (Experiment 2)
• Non-symbolic magnitude processing shows mixed associations with inhibition measures - Non-symbolic magnitude processing shows mixed associations with inhibition measures
• Non-symbolic numerical addition practice improves accuracy on symbolic arithmetic but not sentence completion, showing the practice effect is specific to mathematics - Non-symbolic numerical addition practice improves accuracy on symbolic arithmetic but not sentence completion, showing the practice effect is specific to mathematics
• Non-symbolic training improves collection comparison at ratios 1:2, 2:3 and 3:4, while symbolic training improves only ratio 1:2 - Non-symbolic training improves collection comparison at ratios 1:2, 2:3 and 3:4, while symbolic training improves only ratio 1:2
• Non-test-based indicators such as graduation rates are poorly suited to stabilization models assuming normal distributions, which may impose excessive adjustments - Non-test-based indicators such as graduation rates are poorly suited to stabilization models assuming normal distributions, which may impose excessive adjustments
• Non-tested outcomes are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization - Non-tested outcomes are predicted by teaching practices most proximal to these measures, including teachers' emotional support and classroom organization
• Non-traditional letter writing improved 9th graders' conceptual understanding of a chemistry mixture unit more than traditional writing, with a small effect - Non-traditional letter writing improved 9th graders' conceptual understanding of a chemistry mixture unit more than traditional writing, with a small effect
• Non-university adults are slower at sentence processing than university adults - Non-university adults are slower at sentence processing than university adults
• Non-users cite lack of training, distrust of responses, preference for teaching staff, academic-integrity fear and lack of interest as reasons for not using chatbots - Non-users cite lack of training, distrust of responses, preference for teaching staff, academic-integrity fear and lack of interest as reasons for not using chatbots
• Non-verbal intelligence measures (Raven, WISC Block Design) are non-significant math predictors when well-specified spatial and memory measures are in the model - Non-verbal intelligence measures (Raven, WISC Block Design) are non-significant math predictors when well-specified spatial and memory measures are in the model
• Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age - Non-verbal test materials add little to predicting achievement beyond verbal tests and mental age
• Noncertified Texas teachers show the sharpest retention decline, with fewer than 40% still teaching after 5 years - Noncertified Texas teachers show the sharpest retention decline, with fewer than 40% still teaching after 5 years
• Noncognitive factors have a direct positive relationship to students' school performance and future outcomes - Noncognitive factors have a direct positive relationship to students' school performance and future outcomes
• Noncognitive outcomes of multigrade classes show essentially zero overall effect after outlier removal - Noncognitive outcomes of multigrade classes show essentially zero overall effect after outlier removal
• None of the HME measures served as a significant promotive factor; the only significant correlation between children's skills and HME factors was negative (Grade 1 HME-formal) - None of the HME measures served as a significant promotive factor; the only significant correlation between children's skills and HME factors was negative (Grade 1 HME-formal)
• None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools - None of the three key organizational characteristics is individually sufficient for strong freshman course performance in CHSRI small schools
• None of the WWC-standards-meeting studies of Tier 2 literacy interventions were conducted in CNMI or other Pacific islands, limiting generalizability - None of the WWC-standards-meeting studies of Tier 2 literacy interventions were conducted in CNMI or other Pacific islands, limiting generalizability
• Nonexperimental designs, including natural experiments and structural equation modeling, can inform cause-effect relationships to a degree that depends on study design and analysis - Nonexperimental designs, including natural experiments and structural equation modeling, can inform cause-effect relationships to a degree that depends on study design and analysis
• Nonfunded research barters, initiated by Global South partners, can foster reciprocity in ICEL without transactional funding - Nonfunded research barters, initiated by Global South partners, can foster reciprocity in ICEL without transactional funding
• Noninstruction, transition, and listening to oral reading consumed almost 31 percent of fourth-grade teachers' reading-period time - Noninstruction, transition, and listening to oral reading consumed almost 31 percent of fourth-grade teachers' reading-period time
• Noninstructional cognitive-behavioral and behavioral methods programs are also effective - Noninstructional cognitive-behavioral and behavioral methods programs are also effective
• Nonlinear CVT extensions show cubic control terms with negative coefficients for negative emotions in the full sample, but the coefficient's sign differs across latent profiles - Nonlinear CVT extensions show cubic control terms with negative coefficients for negative emotions in the full sample, but the coefficient's sign differs across latent profiles
• Nonlinear epistemic belief profiles show a diverging pattern for science self-concept: multiplistic profiles score similarly or lower than absolutistic, while evidence-based profiles score similarly or higher than sophisticated - Nonlinear epistemic belief profiles show a diverging pattern for science self-concept: multiplistic profiles score similarly or lower than absolutistic, while evidence-based profiles score similarly o
• Nonlinguistic-probe P2 latency increases with age from 10 years into adulthood - Nonlinguistic-probe P2 latency increases with age from 10 years into adulthood
• Nonmaltreated adolescents are more accurate than maltreated adolescents on a go/no go task, with the group difference more pronounced on no go trials requiring inhibitory control - Nonmaltreated adolescents are more accurate than maltreated adolescents on a go/no go task, with the group difference more pronounced on no go trials requiring inhibitory control
• Nonpublic school placements cost 24 percent more and yielded 5 to 6 percentage points less academic growth than public placements - Nonpublic school placements cost 24 percent more and yielded 5 to 6 percentage points less academic growth than public placements
• Nonreinforced preexposure of a to-be-conditioned stimulus produces a strong latent inhibition effect in adult humans - Nonreinforced preexposure of a to-be-conditioned stimulus produces a strong latent inhibition effect in adult humans
• Nonresponsive students scored significantly lower than always responsive students on seven measures and higher on problem behavior - Nonresponsive students scored significantly lower than always responsive students on seven measures and higher on problem behavior
• Nonresponsive students were in classrooms with lower-quality Ladders implementation and lower fall first-grade PALS fidelity - Nonresponsive students were in classrooms with lower-quality Ladders implementation and lower fall first-grade PALS fidelity
• Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation - Nonresponsive, sometimes responsive, and always responsive students differ reliably on problem behavior, vocabulary, naming speed, sentence imitation, syntactic awareness, and segmentation
• Nonresponsiveness to kindergarten intervention is persistent and predicts school-identified reading problems through third grade - Nonresponsiveness to kindergarten intervention is persistent and predicts school-identified reading problems through third grade
• Nonsegmented spoken–written presentations show a larger advantage over spoken-only presentation than segmented ones - Nonsegmented spoken–written presentations show a larger advantage over spoken-only presentation than segmented ones
• Nonsense Word Fluency adds no unique predictive information about first-grade reading when considered simultaneously with other DIBELS subtests - Nonsense Word Fluency adds no unique predictive information about first-grade reading when considered simultaneously with other DIBELS subtests
• Nonsymbolic exact addition is predicted by the VSSP plus the CE and symbolic number line estimation, suggesting an alternate transcoding to the symbolic code - Nonsymbolic exact addition is predicted by the VSSP plus the CE and symbolic number line estimation, suggesting an alternate transcoding to the symbolic code
• Nonsymbolic magnitude comparison is only moderately predictive of future mathematical achievement, and only in kindergarten - Nonsymbolic magnitude comparison is only moderately predictive of future mathematical achievement, and only in kindergarten
• Nonverbal reasoning (RPM) scores are positively correlated with sentence recognition in post-lingually deafened adult cochlear implant users - Nonverbal reasoning (RPM) scores are positively correlated with sentence recognition in post-lingually deafened adult cochlear implant users
• Nonverbal reasoning scores also correlate with degraded (noise-vocoded) sentence recognition in age-matched normal-hearing listeners - Nonverbal reasoning scores also correlate with degraded (noise-vocoded) sentence recognition in age-matched normal-hearing listeners
• Nordic countries and New Zealand cover UNESCO's GenAI framework elements more fully than some higher-ranked AI Preparedness Index countries, so AIPI ranking does not guarantee strong GenAI policies - Nordic countries and New Zealand cover UNESCO's GenAI framework elements more fully than some higher-ranked AI Preparedness Index countries, so AIPI ranking does not guarantee strong GenAI policies
• Norm policing amplifies loneliness and social anxiety: higher-weight students are lonelier in schools with stronger weight policing, and gender policing harms gender-atypical boys - Norm policing amplifies loneliness and social anxiety: higher-weight students are lonelier in schools with stronger weight policing, and gender policing harms gender-atypical boys
• Norm shifts can change teacher evaluation CGP outcomes independently of instructional quality - Norm shifts can change teacher evaluation CGP outcomes independently of instructional quality
• Norm shifts can raise achievement percentiles for schools serving struggling students even when RIT gains and projected proficiency do not improve - Norm shifts can raise achievement percentiles for schools serving struggling students even when RIT gains and projected proficiency do not improve
• Norm-referenced mental-age and IQ metrics distract investigators from the structural and hierarchical aspects of developing abilities - Norm-referenced mental-age and IQ metrics distract investigators from the structural and hierarchical aspects of developing abilities
• Normal adults typically can keep in mind only about 3 or 4 items, a limit replicated across many methods - Normal adults typically can keep in mind only about 3 or 4 items, a limit replicated across many methods
• Normal sense organs possess surplus discriminative efficiency beyond ordinary practical demands - Normal sense organs possess surplus discriminative efficiency beyond ordinary practical demands
• Normal-hearing children demonstrate novel word learning on the IPLP task at approximately 18 months of age and older - Normal-hearing children demonstrate novel word learning on the IPLP task at approximately 18 months of age and older
• Normal-school students rated the same composition on a percentage basis and by the Nassau Supplement on successive days, producing distributions arranged into ten groups for comparison - Normal-school students rated the same composition on a percentage basis and by the Nassau Supplement on successive days, producing distributions arranged into ten groups for comparison
• Normality assumptions of the true score model appeared reasonable for the course-specific tests - Normality assumptions of the true score model appeared reasonable for the course-specific tests
• Normative item difficulty was similar for items assigned to the first and second practice blocks in the experiments. - Normative item difficulty was similar for items assigned to the first and second practice blocks in the experiments.
• Norming-sample testing volume is concentrated in kindergarten and grade 1, which together account for more than 70% of test events - Norming-sample testing volume is concentrated in kindergarten and grade 1, which together account for more than 70% of test events
• North Carolina achievement has declined since 2013 and the Black-White NAEP gap widened between 2015 and 2017 in both eighth grade mathematics and reading - North Carolina achievement has declined since 2013 and the Black-White NAEP gap widened between 2015 and 2017 in both eighth grade mathematics and reading
• Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent - Not all educators develop impact concerns even when colleagues do; concern change cannot be forced by an outside agent
• Not all neurophysiological aspects of auditory distraction mechanisms are mature in late childhood - Not all neurophysiological aspects of auditory distraction mechanisms are mature in late childhood
• Not all students in connectivist courses could autonomously direct their own learning, and some felt disconnected and demotivated - Not all students in connectivist courses could autonomously direct their own learning, and some felt disconnected and demotivated
• Not all students would benefit from improving the same competencies, suggesting an individualized approach to education may be preferable to a one-size-fits-all approach - Not all students would benefit from improving the same competencies, suggesting an individualized approach to education may be preferable to a one-size-fits-all approach
• Not every hour of study time is equally productive; the benefit of an additional hour depends on the student's position on their learning curve - Not every hour of study time is equally productive; the benefit of an additional hour depends on the student's position on their learning curve
• Not passing a dual enrollment course is associated with an 11-12 percentage point reduction in college enrollment probability compared to passing, with a similar penalty across student groups - Not passing a dual enrollment course is associated with an 11-12 percentage point reduction in college enrollment probability compared to passing, with a similar penalty across student groups
• Not requesting any hints in at least one problem is related to greater wheel-spinning, consistent with help avoidance - Not requesting any hints in at least one problem is related to greater wheel-spinning, consistent with help avoidance
• Not teaching ethical guidelines predicted better combined learning outcomes, while guideline coverage supported only knowledge - Not teaching ethical guidelines predicted better combined learning outcomes, while guideline coverage supported only knowledge
• Note-level singing correctness rises with practice repetition in a negatively accelerated curve, gaining about 7 percentage points over 30 repetitions - Note-level singing correctness rises with practice repetition in a negatively accelerated curve, gaining about 7 percentage points over 30 repetitions
• Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative - Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative
• Noticing in AI-based simulations was organised through both within-dimension continuity and between-dimension connections rather than a linear sequence - Noticing in AI-based simulations was organised through both within-dimension continuity and between-dimension connections rather than a linear sequence
• Notification-hidden students showed longer average phone-use duration and no performance difference versus notification-revealed students - Notification-hidden students showed longer average phone-use duration and no performance difference versus notification-revealed students
• NoTrap! was the most effective program for reducing bullying victimization, while ViSC and fairplayer.manual showed non-significant negative effects - NoTrap!
• Novice AI users showed a Trust-but-Can't-Verify pattern: accepting unfamiliar constructs they could not assess, then symptom-level debugging - Novice AI users showed a Trust-but-Can't-Verify pattern: accepting unfamiliar constructs they could not assess, then symptom-level debugging
• Novice creative coders exhibited three distinct initial interaction patterns with Flowcode: flowchart-first, code-first, and prompt-first - Novice creative coders exhibited three distinct initial interaction patterns with Flowcode: flowchart-first, code-first, and prompt-first
• Novice designers deleted ideas only when confronted with stakeholder friction; unsupported self-reflection produced no deletions - Novice designers deleted ideas only when confronted with stakeholder friction; unsupported self-reflection produced no deletions
• Novice designers produced acceptable training program designs with the MASTER-TPD method and accompanying support - Novice designers produced acceptable training program designs with the MASTER-TPD method and accompanying support
• Novice secondary students show large pretest-to-posttest gains in learning and near transfer of probability calculation after studying a video modeling example, regardless of model or observer gender - Novice secondary students show large pretest-to-posttest gains in learning and near transfer of probability calculation after studying a video modeling example, regardless of model or observer gender
• Novice students selecting their own tasks choose more examples than practice problems, with example selection decreasing as the learning phase progresses - Novice students selecting their own tasks choose more examples than practice problems, with example selection decreasing as the learning phase progresses
• Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction - Novice teachers hold misconceptions about differentiation, such as equating DI with personalized instruction
• Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos - Novice teachers notice more negative classroom events than positive ones, whereas expert teachers show the opposite pattern when reflecting on their own MET videos
• Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equally often - Novice teachers overwhelmingly frame alternative teaching strategies as improvements to their own teaching, whereas expert teachers weigh alternatives as improvements and inferior options about equall
• Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs - Novice TRP teachers' district retention rates are roughly the same as those of teachers entering through other preparation programs
• Novices and experts committed similar total error numbers but different error types in computer work - Novices and experts committed similar total error numbers but different error types in computer work
• Novices and experts differ in problem representation: novices segment the problem and use surface analogies, while experts apply general underlying principles - Novices and experts differ in problem representation: novices segment the problem and use surface analogies, while experts apply general underlying principles
• Novices can and do reason across ontological categories in everyday and scientific contexts - Novices can and do reason across ontological categories in everyday and scientific contexts
• Novices risk practicing motor skills incorrectly with mental simulation, while experts benefit across task types - Novices risk practicing motor skills incorrectly with mental simulation, while experts benefit across task types
• Novices seldom cue experts; novice information-seeking is rare and decreases as a design project progresses - Novices seldom cue experts; novice information-seeking is rare and decreases as a design project progresses
• Novices showed marginally higher complexity of SRL phase sequences than experts (frequent but predictable transitions), with no group differences in entropy or transition number - Novices showed marginally higher complexity of SRL phase sequences than experts (frequent but predictable transitions), with no group differences in entropy or transition number
• Novices skipped more classroom areas than experts in all four videos, missing areas that experts continually monitored - Novices skipped more classroom areas than experts in all four videos, missing areas that experts continually monitored
• Novices who have had poetry instruction have internalized Culler's general conventions for poetry as discourse: significance, thematic unity, and metaphorical coherence. - Novices who have had poetry instruction have internalized Culler's general conventions for poetry as discourse: significance, thematic unity, and metaphorical coherence.
• NSC and ICCB data agree on any-credential completion within four years for 96 percent of immediate two-year enrollees - NSC and ICCB data agree on any-credential completion within four years for 96 percent of immediate two-year enrollees
• NSC and ICCB data agree on immediate two-year college enrollment for about 96 percent of students, with ICCB showing a slightly higher enrollment rate - NSC and ICCB data agree on immediate two-year college enrollment for about 96 percent of students, with ICCB showing a slightly higher enrollment rate
• NSC data cannot be used alone to calculate two-year credential-type completion rates because 57.5 percent of completion records have a blank credential name field - NSC data cannot be used alone to calculate two-year credential-type completion rates because 57.5 percent of completion records have a blank credential name field
• NSCH and Wisconsin data track NHES homeschooling estimates until 2007, then diverge with a flat or slightly downward trend from 2007 to 2012 - NSCH and Wisconsin data track NHES homeschooling estimates until 2007, then diverge with a flat or slightly downward trend from 2007 to 2012
• Null Flanker effects under ecologically realistic exercise constrain claims of broad, generalized enhancement of executive control - Null Flanker effects under ecologically realistic exercise constrain claims of broad, generalized enhancement of executive control
• Number Board Games Improve Numerical Knowledge
• Number instruction outperformed both alphabet instruction conditions on number identification gains - Number instruction outperformed both alphabet instruction conditions on number identification gains
• Number knowledge and numerosity discrimination are unique longitudinal predictors of arithmetic development over the first year of formal education - Number knowledge and numerosity discrimination are unique longitudinal predictors of arithmetic development over the first year of formal education
• Number line estimation and numerical magnitude comparison correlate with mathematics achievement (r = .24 to .44), with number line estimation more strongly related in older children
• Number line estimation error increases more strongly for children with cochlear implants when the range extends from 0–100 to 0–1000 - Number line estimation error increases more strongly for children with cochlear implants when the range extends from 0–100 to 0–1000
• Number naming and number comparison are better predictors of kindergarten arithmetic than number line estimation - Number naming and number comparison are better predictors of kindergarten arithmetic than number line estimation
• Number of canonical components in students' PF solutions correlates with conceptual knowledge, but the range of distinct components does not - Number of canonical components in students' PF solutions correlates with conceptual knowledge, but the range of distinct components does not
• Number of cell-cycle starts and cell-cycle destroys in Progenitor X were negatively correlated with pre-post learning gains, while total cycle starts across the game were not - Number of cell-cycle starts and cell-cycle destroys in Progenitor X were negatively correlated with pre-post learning gains, while total cycle starts across the game were not
• Number of exposures was the strongest predictor of incidental vocabulary learning of both word form and meaning - Number of exposures was the strongest predictor of incidental vocabulary learning of both word form and meaning
• Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step - Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step
• Number of retrieval exposures moderates the expanding-versus-uniform schedule benefit: more tests favour the expanding schedule - Number of retrieval exposures moderates the expanding-versus-uniform schedule benefit: more tests favour the expanding schedule
• Number of rubric sessions interacts negatively with mean age: intervention length matters less for older students - Number of rubric sessions interacts negatively with mean age: intervention length matters less for older students
• Number Rockets tutoring significantly improves first graders' math performance on TEMA-3 with an effect size of +0.34 versus untutored controls - Number Rockets tutoring significantly improves first graders' math performance on TEMA-3 with an effect size of +0.34 versus untutored controls
• Number sense measures are non-significant predictors of math once more robust predictors are included - Number sense measures are non-significant predictors of math once more robust predictors are included
• Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding - Number-only displays maximized parents' understanding while graphs maximized satisfaction at the expense of understanding
• Number-size/location congruency modulates the cognitive P300 only in blind participants - Number-size/location congruency modulates the cognitive P300 only in blind participants
• Number-size/location congruency modulates the early sensory N100 only in sighted participants - Number-size/location congruency modulates the early sensory N100 only in sighted participants
• Number-word knowledge is strongly correlated with expressive vocabulary, independent of age, in children aged 30–60 months. - Number-word knowledge is strongly correlated with expressive vocabulary, independent of age, in children aged 30–60 months.
• Numeracy is defined and used as a measure of the ability and disposition to make use of quantitative information in causal-inference tasks - Numeracy is defined and used as a measure of the ability and disposition to make use of quantitative information in causal-inference tasks
• Numeral comparison, but not quantity enumeration, uniquely accounts for variation in basic calculation fluency - Numeral comparison, but not quantity enumeration, uniquely accounts for variation in basic calculation fluency
• Numeral recognition is the strongest predictor of early cardinal principle knower status, with a 1 SD increase yielding a 3.5-fold increase in odds - Numeral recognition is the strongest predictor of early cardinal principle knower status, with a 1 SD increase yielding a 3.5-fold increase in odds
• Numerical abilities and serial retrieval fluency predict third-grade multiplication fluency, while working memory shows no significant association in the baseline model - Numerical abilities and serial retrieval fluency predict third-grade multiplication fluency, while working memory shows no significant association in the baseline model
• Numerical difficulties in adults with DD are associated with negative emotions and psychosomatic symptoms traceable to primary school age - Numerical difficulties in adults with DD are associated with negative emotions and psychosomatic symptoms traceable to primary school age
• Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models) - Numerical difficulty and mathematical abilities also affect attention on situational text in the second phase (attention-crossover supporting integrated models)
• Numerical magnitude comparison explains significant unique variance in multiplication fact performance over and above phonological processing, intellectual ability, and general reaction time - Numerical magnitude comparison explains significant unique variance in multiplication fact performance over and above phonological processing, intellectual ability, and general reaction time
• Numerical magnitude processing is significantly associated with children's mental multi-digit subtraction performance, controlling for intellectual ability and motor speed - Numerical magnitude processing is significantly associated with children's mental multi-digit subtraction performance, controlling for intellectual ability and motor speed
• Numerical metacognition, but not emotion metacognition, predicts children's standardized mathematics achievement - Numerical metacognition, but not emotion metacognition, predicts children's standardized mathematics achievement
• Numerical problem difficulty and lower mathematical abilities increase attention on numbers during the second solution phase - Numerical problem difficulty and lower mathematical abilities increase attention on numbers during the second solution phase
• Numerical problem difficulty lowers word-problem solution probability; both abilities raise it - Numerical problem difficulty lowers word-problem solution probability; both abilities raise it
• Numerical relational and counting skills both develop nonlinearly between mid-Kindergarten year 1 and the end of Grade 1, with NRS decelerating and CS accelerating - Numerical relational and counting skills both develop nonlinearly between mid-Kindergarten year 1 and the end of Grade 1, with NRS decelerating and CS accelerating
• Numerical routines individualize through a three-stage sequence of vertical and horizontal bonding
• Numerical working memory predicts decimal number line estimation accuracy - Numerical working memory predicts decimal number line estimation accuracy
• Numerosity comparison accuracy is ratio-dependent across grades three to five - Numerosity comparison accuracy is ratio-dependent across grades three to five
• Nunn argues the school's main function is to socialize its pupils, and that this does not contradict cultivating individuality - Nunn argues the school's main function is to socialize its pupils, and that this does not contradict cultivating individuality
• Nunnery and Ross (2007) reported significant grade 5 but not grade 8 TAAS effects, which were non-significant in WWC recalculation - Nunnery and Ross (2007) reported significant grade 5 but not grade 8 TAAS effects, which were non-significant in WWC recalculation
• Nursing academics fear GenAI overreliance undermines critical thinking, knowledge translation and graduates' readiness for safe clinical practice - Nursing academics fear GenAI overreliance undermines critical thinking, knowledge translation and graduates' readiness for safe clinical practice
• Nursing academics hold divergent attitudes toward GenAI, from scepticism to pragmatic acceptance, and worry it may replace rather than support student learning - Nursing academics hold divergent attitudes toward GenAI, from scepticism to pragmatic acceptance, and worry it may replace rather than support student learning
• Nursing academics link student GenAI misconduct to future unprofessional and unsafe clinical conduct - Nursing academics link student GenAI misconduct to future unprofessional and unsafe clinical conduct
• Nursing academics report limited, unclear and inconsistently applied institutional guidance on GenAI use in teaching and assessment - Nursing academics report limited, unclear and inconsistently applied institutional guidance on GenAI use in teaching and assessment
• Nursing students and faculty report concerns that AI use may weaken critical thinking, enable plagiarism and misinformation, and create unequal access - Nursing students and faculty report concerns that AI use may weaken critical thinking, enable plagiarism and misinformation, and create unequal access
• Nursing students experience a wide range of achievement emotions, including joy, hope, pride, gratitude, surprise, contentment, disappointment, shame, anxiety, anger, sadness and hopelessness, during internship feedback situations - Nursing students experience a wide range of achievement emotions, including joy, hope, pride, gratitude, surprise, contentment, disappointment, shame, anxiety, anger, sadness and hopelessness, during
• NWEA analysis of 2,000 US school districts examined whether persistently high absenteeism was associated with slower math and reading recovery - NWEA analysis of 2,000 US school districts examined whether persistently high absenteeism was associated with slower math and reading recovery
• NWEA claims MAP Reading Fluency's mechanisms of change are hypothesized to lead to all students reading fluently with comprehension - NWEA claims MAP Reading Fluency's mechanisms of change are hypothesized to lead to all students reading fluently with comprehension
• NWEA reports a positive turn for U.S. reading achievement after a period of post-COVID stagnation - NWEA reports a positive turn for U.S.
• NWEA reports positive recovery trends in K-2 academic recovery following the COVID pandemic - NWEA reports positive recovery trends in K-2 academic recovery following the COVID pandemic
• NWEA researchers report an urgent post-COVID-19 academic recovery challenge in middle school reading - NWEA researchers report an urgent post-COVID-19 academic recovery challenge in middle school reading
• NWEA's 2024 technical brief examines pandemic impacts on science achievement and gains from 2019 through 2024, continuing research on COVID-19 school-closure effects on learning - NWEA's 2024 technical brief examines pandemic impacts on science achievement and gains from 2019 through 2024, continuing research on COVID-19 school-closure effects on learning
• NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant math gains after three years, equal to an estimated additional 0.9 years of growth - NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant math gains after three years, equal to an estimated additional 0.9 years of growth
• NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant reading gains after three years, equal to an estimated additional 0.7 years of growth - NYC charter middle schools affiliated with Achievement First and Uncommon show statistically significant reading gains after three years, equal to an estimated additional 0.7 years of growth