Claims: P 3

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• Pilot self-efficacy gains decreased with self-reported expertise: beginners gained most (+1.18), intermediates +0.94, and advanced users +0.46, all significant - Pilot self-efficacy gains decreased with self-reported expertise: beginners gained most (+1.18), intermediates +0.94, and advanced users +0.46, all significant
• Pilot students reported structural limitations of AI-SEE: AI-tool entry barriers, limited hands-on time, and partial disconnection between ethics instruction and routine engineering decisions - Pilot students reported structural limitations of AI-SEE: AI-tool entry barriers, limited hands-on time, and partial disconnection between ethics instruction and routine engineering decisions
• Pilot students reported the conversational format forced explanation of reasoning, with a majority agreeing it combats rote memorization - Pilot students reported the conversational format forced explanation of reasoning, with a majority agreeing it combats rote memorization
• Pilot studies in computing-related majors report measurable improvements in student engagement, self-efficacy, and learning outcomes - Pilot studies in computing-related majors report measurable improvements in student engagement, self-efficacy, and learning outcomes
• Pilot test events largely fulfilled updated blueprint requirements, including increased reading passages per test event - Pilot test events largely fulfilled updated blueprint requirements, including increased reading passages per test event
• Pilot test events represented fewer grade levels overall, with more grade levels represented for low- and high-performing students, while the comparison group showed the opposite pattern - Pilot test events represented fewer grade levels overall, with more grade levels represented for low- and high-performing students, while the comparison group showed the opposite pattern
• Pilot testing found the initial problem posing test response time too short, with most pilot students unable to complete all three items - Pilot testing found the initial problem posing test response time too short, with most pilot students unable to complete all three items
• Pilot testing of RESPE revealed privacy concerns, difficulty reflecting on the learning process, and complaints about repetitiveness or usefulness of scaffolds - Pilot testing of RESPE revealed privacy concerns, difficulty reflecting on the learning process, and complaints about repetitiveness or usefulness of scaffolds
• Pilot user norms provide basic contextual information but are drawn from a limited, non-representative pool of test events - Pilot user norms provide basic contextual information but are drawn from a limited, non-representative pool of test events
• Pipeline applied to HSLS:09 recovers that advanced mathematics coursework benefits students least likely to enroll in four-year college the most - Pipeline applied to HSLS:09 recovers that advanced mathematics coursework benefits students least likely to enroll in four-year college the most
• Pipeline components play complementary roles: hierarchical generation has the largest effect, grounding improves specificity and factual accuracy, and cluster-informed TOC planning improves structure and audience fit - Pipeline components play complementary roles: hierarchical generation has the largest effect, grounding improves specificity and factual accuracy, and cluster-informed TOC planning improves structure
• Pitch discrimination can be tested so elementally that it shows no improvement with practice and no significant variation with age from eight to forty - Pitch discrimination can be tested so elementally that it shows no improvement with practice and no significant variation with age from eight to forty
• Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year - Pittsburgh Public Schools used value-added models to assess educational quality as of the 2014-15 school year
• PIVOT achieves the best automatic narration-quality scores on Accuracy and Logical Flow dimensions - PIVOT achieves the best automatic narration-quality scores on Accuracy and Logical Flow dimensions
• PIVOT achieves the best automatic video-quality scores among the compared educational video generation methods on 40 STEM topics - PIVOT achieves the best automatic video-quality scores among the compared educational video generation methods on 40 STEM topics
• PK-12 performance assessments are enhanced when performance assessments are also part of teacher preparation, and vice versa - PK-12 performance assessments are enhanced when performance assessments are also part of teacher preparation, and vice versa
• PKTP family learning activities created opportunities for informal teacher-family relationships and a greater sense of community - PKTP family learning activities created opportunities for informal teacher-family relationships and a greater sense of community
• Place value label use correlates with accuracy on fraction-decimal equivalency items - Place value label use correlates with accuracy on fraction-decimal equivalency items
• Place value labels correlate positively with decimal magnitude understanding; whole number labels negatively - Place value labels correlate positively with decimal magnitude understanding; whole number labels negatively
• Placement students reported enhanced agency and ownership from the open-ended cGPT co-creation project - Placement students reported enhanced agency and ownership from the open-ended cGPT co-creation project
• Placing a full cohort of 25 residents as co-teachers in one high-need elementary school coincided with schoolwide achievement gains in ELA and mathematics within one year. - Placing a full cohort of 25 residents as co-teachers in one high-need elementary school coincided with schoolwide achievement gains in ELA and mathematics within one year.
• Placing heavier cognitive demands on learners can be counterproductive in mapping tasks - Placing heavier cognitive demands on learners can be counterproductive in mapping tasks
• Placing the question first reduces first-phase attention but increases second-phase attention (with mixed robustness) - Placing the question first reduces first-phase attention but increases second-phase attention (with mixed robustness)
• Plan quality improves more after LLM-generated adaptive feedback than after high-quality generic guidance - Plan quality improves more after LLM-generated adaptive feedback than after high-quality generic guidance
• Planned moderator subgroup analyses could not be conducted because fewer than 10 studies per subgroup were available - Planned moderator subgroup analyses could not be conducted because fewer than 10 studies per subgroup were available
• Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode - Planner and reviser questionnaire scores show frequency main effects on several online activities, with no interaction with episode
• Planning effects on performance in test contexts are mixed, appearing for high-proficiency learners and high-load tasks but not overall - Planning effects on performance in test contexts are mixed, appearing for high-proficiency learners and high-load tasks but not overall
• Planning prompts increase payment for certificates in MOOCs by 40% - Planning prompts increase payment for certificates in MOOCs by 40%
• Planning shows no contribution to any level of narrative composition in fourth graders - Planning shows no contribution to any level of narrative composition in fourth graders
• Planning start time was unrelated to how quickly schools began remote instruction; schools averaged 3 school days between building closure and the start of instruction - Planning start time was unrelated to how quickly schools began remote instruction; schools averaged 3 school days between building closure and the start of instruction
• Planning the study day at its start positively predicts daily study satisfaction above and beyond time investment, with the relation differing between students - Planning the study day at its start positively predicts daily study satisfaction above and beyond time investment, with the relation differing between students
• Planning-stage AI ideas were often redundant with or rejected in favor of writers' own ideas: idea attribution was 17.8% among users versus 2.9% among non-users, but ownership did not differ between users and non-users within ai plan. - Planning-stage AI ideas were often redundant with or rejected in favor of writers' own ideas: idea attribution was 17.8% among users versus 2.9% among non-users, but ownership did not differ between u
• Platform logs show behavioral shifts toward goal-oriented optimization between workshop Days 4 and 5 - Platform logs show behavioral shifts toward goal-oriented optimization between workshop Days 4 and 5
• Platform treatment effects did not vary across demographic subgroups, suggesting equal benefit regardless of racial background - Platform treatment effects did not vary across demographic subgroups, suggesting equal benefit regardless of racial background
• Platform-generated scores and rubric-based teaching quality produced substantially divergent rankings of the same AI teaching agents - Platform-generated scores and rubric-based teaching quality produced substantially divergent rankings of the same AI teaching agents
• Plausible values in large-scale assessment datasets are model-imputed draws from a posterior distribution, not individual test scores - Plausible values in large-scale assessment datasets are model-imputed draws from a posterior distribution, not individual test scores
• Play is characterized by four dispositions: involvement, intrinsic motivation, pleasure, and freedom to modify rules - Play is characterized by four dispositions: involvement, intrinsic motivation, pleasure, and freedom to modify rules
• Players decided to engage in gaming primarily for escapism and fun, social connectivity, and achievement of task-related goals through control - Players decided to engage in gaming primarily for escapism and fun, social connectivity, and achievement of task-related goals through control
• Players of RPGs engage in ethical decision making as part of their game play, and games under the right conditions have the potential to foster critical ethical reasoning - Players of RPGs engage in ethical decision making as part of their game play, and games under the right conditions have the potential to foster critical ethical reasoning
• Playful and creative engagement with robots supported students' learning of robotics and AI, including recognizing that robot behavior is driven by sensor data rather than human-like perception - Playful and creative engagement with robots supported students' learning of robotics and AI, including recognizing that robot behavior is driven by sensor data rather than human-like perception
• Playful study design fosters engagement, flow, and goal attainment, with strongest effects for students high in proactive personality - Playful study design fosters engagement, flow, and goal attainment, with strongest effects for students high in proactive personality
• Playful study design is measured as a two-dimensional construct of designing fun and designing competition, supported by exploratory and confirmatory factor analyses - Playful study design is measured as a two-dimensional construct of designing fun and designing competition, supported by exploratory and confirmatory factor analyses
• Playing commercial video games for eight weeks improved self-reported communication skill more than control conditions in a randomised trial of undergraduates - Playing commercial video games for eight weeks improved self-reported communication skill more than control conditions in a randomised trial of undergraduates
• Playing commercial video games for eight weeks improved self-reported resourcefulness more than control conditions in a randomised trial of undergraduates - Playing commercial video games for eight weeks improved self-reported resourcefulness more than control conditions in a randomised trial of undergraduates
• Playing EPIGAME produced a large, statistically significant pre-to-post gain in conceptual understanding of force and motion in 7th graders - Playing EPIGAME produced a large, statistically significant pre-to-post gain in conceptual understanding of force and motion in 7th graders
• Playing games in a variety of modes (local and online multiplayer; cooperative and team-based) is associated with higher adaptability and communication scores - Playing games in a variety of modes (local and online multiplayer; cooperative and team-based) is associated with higher adaptability and communication scores
• Playing modern board games in class produced greater pre-post improvement in working-memory updating than regular classes, in both first-grade and second-to-sixth-grade samples - Playing modern board games in class produced greater pre-post improvement in working-memory updating than regular classes, in both first-grade and second-to-sixth-grade samples
• Playing REMind significantly increased children's perceived self-efficacy for defending peers - Playing REMind significantly increased children's perceived self-efficacy for defending peers
• Playing the gamified security modules raised students' self-reported confidence and understanding of online security - Playing the gamified security modules raised students' self-reported confidence and understanding of online security
• Playworks improved teachers' perceptions of students' safety and feeling included during recess in a randomized experiment - Playworks improved teachers' perceptions of students' safety and feeling included during recess in a randomized experiment
• Playworks made transitions from recess to classroom learning less difficult, per teacher reports - Playworks made transitions from recess to classroom learning less difficult, per teacher reports
• Playworks showed significant impact on some measures of girls' physical activity but no significant impact on measures of boys' physical activity - Playworks showed significant impact on some measures of girls' physical activity but no significant impact on measures of boys' physical activity
• PLC at Work has a statistically significant positive effect on state-administered ACT Aspire math achievement scores (effect size = +0.08) after less than two years of implementation - PLC at Work has a statistically significant positive effect on state-administered ACT Aspire math achievement scores (effect size = +0.08) after less than two years of implementation
• PLC development by promoting role: administrative-staff-led PLCs rated shared leadership lower but shared values higher than teacher- and student-led PLCs, with no statistically significant differences - PLC development by promoting role: administrative-staff-led PLCs rated shared leadership lower but shared values higher than teacher- and student-led PLCs, with no statistically significant difference
• PLC in mathematics in prior research pursue three distinct objects, with developing teachers' repertoire of teaching actions the most common - PLC in mathematics in prior research pursue three distinct objects, with developing teachers' repertoire of teaching actions the most common
• PLC leaders' recognition of their own metacognition impacted the type of work they led in the PLC - PLC leaders' recognition of their own metacognition impacted the type of work they led in the PLC
• PLC with an appointed teacher leader were more productive than groups with no appointed leader - PLC with an appointed teacher leader were more productive than groups with no appointed leader
• Pleasant emotions in PD facilitated implementation while unpleasant emotions hindered it, per teacher reports - Pleasant emotions in PD facilitated implementation while unpleasant emotions hindered it, per teacher reports
• PLI students digitally collaborated significantly more than non-PLI students with the same technology access, and digital collaboration had a small significant association with SBAC scores - PLI students digitally collaborated significantly more than non-PLI students with the same technology access, and digital collaboration had a small significant association with SBAC scores
• PLI students outscored non-PLI peers on adjusted SBAC ELA and math assessments in most tested elementary and middle grades - PLI students outscored non-PLI peers on adjusted SBAC ELA and math assessments in most tested elementary and middle grades
• PLI was associated with positive SBAC gains for African American, Hispanic, and Asian elementary students and no negative impact on any ethnic group - PLI was associated with positive SBAC gains for African American, Hispanic, and Asian elementary students and no negative impact on any ethnic group
• Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores - Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores
• PLUS loan volume at HBCUs declined substantially in 2012-13 after credit standards were tightened - PLUS loan volume at HBCUs declined substantially in 2012-13 after credit standards were tightened
• PLUS loans at HBCUs increased somewhat in 2013-14 after the Department of Education streamlined the PLUS appeals process - PLUS loans at HBCUs increased somewhat in 2013-14 after the Department of Education streamlined the PLUS appeals process
• Podcast gains extend beyond recall to higher-order application and analysis items at both centres - Podcast gains extend beyond recall to higher-order application and analysis items at both centres
• POG development approaches vary across states, with about a dozen state education agencies leading standardized statewide frameworks and other states leaving development to individual districts - POG development approaches vary across states, with about a dozen state education agencies leading standardized statewide frameworks and other states leaving development to individual districts
• POG frameworks most frequently emphasize communication, critical thinking, collaboration, and perseverance/adaptability among their competencies - POG frameworks most frequently emphasize communication, critical thinking, collaboration, and perseverance/adaptability among their competencies
• Point measure correlations were unchanged by the difficulty adjustment because the new person ability estimates are linear transformations of the old ones - Point measure correlations were unchanged by the difficulty adjustment because the new person ability estimates are linear transformations of the old ones
• Point values and point order altered item selection and recall: Easy First order produced higher recall, and points increased goal pursuit but appeared to hurt recall - Point values and point order altered item selection and recall: Easy First order produced higher recall, and points increased goal pursuit but appeared to hurt recall
• Point-biserial item-total correlation is negatively related to test discriminating value and can be expressed via item and test difficulty and discrimination parameters - Point-biserial item-total correlation is negatively related to test discriminating value and can be expressed via item and test difficulty and discrimination parameters
• Point-to-x is the most consistent end-of-preschool predictor of kindergarten number sets performance across item types - Point-to-x is the most consistent end-of-preschool predictor of kindergarten number sets performance across item types
• Pointing and tracing gestures improved retention and comprehension over no gesturing (review attributes this to Macken & Ginns, 2014) - Pointing and tracing gestures improved retention and comprehension over no gesturing (review attributes this to Macken & Ginns, 2014)
• Pointing during multimedia learning leads to superior comprehension and increased attentional focus compared with tracing or no hand movements - Pointing during multimedia learning leads to superior comprehension and increased attentional focus compared with tracing or no hand movements
• Pointing outperformed tracing on the terminology test, while neither touch-based group differed significantly from the no-touch group on terminology - Pointing outperformed tracing on the terminology test, while neither touch-based group differed significantly from the no-touch group on terminology
• Pokémon Go increases physical activity for otherwise sedentary players, but gains do not persist after play ends and do not exceed active non-players - Pokémon Go increases physical activity for otherwise sedentary players, but gains do not persist after play ends and do not exceed active non-players
• Pokémon Go play is associated with improved social well-being, belonging, and connection, and reduced anxiety about leaving the house - Pokémon Go play is associated with improved social well-being, belonging, and connection, and reduced anxiety about leaving the house
• Police notifications declined substantially in schools that fully removed SROs, but the difference-in-difference was not statistically significant - Police notifications declined substantially in schools that fully removed SROs, but the difference-in-difference was not statistically significant
• Policies promoting data use to guide teachers' instructional practices are positively associated with charter school achievement impacts - Policies promoting data use to guide teachers' instructional practices are positively associated with charter school achievement impacts
• Policy and enforcement counts were not strongly associated across systems - Policy and enforcement counts were not strongly associated across systems
• Policy decisions such as shortening or extending the school year depend on accurate within-year learning estimates - Policy decisions such as shortening or extending the school year depend on accurate within-year learning estimates
• Policy design details are likely critical to the effects of school choice programs - Policy design details are likely critical to the effects of school choice programs
• Policy effects on grades and failure rates differed by incoming ability: most below-norm students' grades improved slightly, but the very lowest-ability students' algebra grades declined - Policy effects on grades and failure rates differed by incoming ability: most below-norm students' grades improved slightly, but the very lowest-ability students' algebra grades declined
• Policy guidance is most actionable for final-output substitution scenarios - Policy guidance is most actionable for final-output substitution scenarios
• Policy in reviewed systems is commonly expressed as a set of assistance boundaries, concentrated on response constraints, scaffolding, and personalization - Policy in reviewed systems is commonly expressed as a set of assistance boundaries, concentrated on response constraints, scaffolding, and personalization
• Policy packages fall into four archetypes defined by which design element is missing - Policy packages fall into four archetypes defined by which design element is missing
• Policy type and policy audience do not differ significantly by program delivery mode in CAHIIM HI/HIM programs - Policy type and policy audience do not differ significantly by program delivery mode in CAHIIM HI/HIM programs
• Policy–enforcement pairings are dominated by prompt-based constraints, and policy themes differ in enforcement breadth - Policy–enforcement pairings are dominated by prompt-based constraints, and policy themes differ in enforcement breadth
• Politically charged framing (gun control ban) makes responses to the same data politically polarized and less accurate - Politically charged framing (gun control ban) makes responses to the same data politically polarized and less accurate
• Polya and Dahmus methods do not differ on the problem solution criterion - Polya and Dahmus methods do not differ on the problem solution criterion
• Polya Method students outscore Dahmus Method students on the equation criterion for verbal problems - Polya Method students outscore Dahmus Method students on the equation criterion for verbal problems
• Polychotomously scored IF-AT physics exam items show excellent discrimination, with a mean item-total correlation of r′ = 0.41 ± 0.13 across 45 items - Polychotomously scored IF-AT physics exam items show excellent discrimination, with a mean item-total correlation of r′ = 0.41 ± 0.13 across 45 items
• Polychronicity moderates the relationships between effective AI use, AI over-reliance, and learning outcomes - Polychronicity moderates the relationships between effective AI use, AI over-reliance, and learning outcomes
• Polygenic score predictions are reduced in African American relative to European ancestry samples, significantly so only for educational attainment - Polygenic score predictions are reduced in African American relative to European ancestry samples, significantly so only for educational attainment
• Polygenic score predictions of education strengthen as GWAS discovery sample sizes increase - Polygenic score predictions of education strengthen as GWAS discovery sample sizes increase
• Polygenic scores based on the Lee et al. (2018) GWAS show a meta-analytic association of ρ = 0.27 with educational attainment - Polygenic scores based on the Lee et al.
• Polygenic scores show a meta-analytic association of ρ = 0.24 with educational achievement - Polygenic scores show a meta-analytic association of ρ = 0.24 with educational achievement
• Polysomnographic sleep parameters did not differ between afternoon- and evening-trained groups and did not correlate with memory consolidation measures - Polysomnographic sleep parameters did not differ between afternoon- and evening-trained groups and did not correlate with memory consolidation measures
• Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies - Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies
• Pooled AI tutoring produces statistically equivalent GRE learning gains to expert human tutoring - Pooled AI tutoring produces statistically equivalent GRE learning gains to expert human tutoring
• Pooled construct validity correlation between academic resilience measures and external criteria is moderate (r = .55) with substantial variability across outcome domains - Pooled construct validity correlation between academic resilience measures and external criteria is moderate (r = .55) with substantial variability across outcome domains
• Pooled effect sizes for deployment on mental health are robust across components of methodological quality in sensitivity analyses - Pooled effect sizes for deployment on mental health are robust across components of methodological quality in sensitivity analyses
• Pooling Repeated LLM Grades Does Not Improve Agreement on Short Answers
• Poor attendance occurs throughout the school day and across subjects; first period is most often missed but missing it does not explain overall truancy - Poor attendance occurs throughout the school day and across subjects; first period is most often missed but missing it does not explain overall truancy
• Poor beginning readers overrely on a single information source rather than integrating all available cues - Poor beginning readers overrely on a single information source rather than integrating all available cues
• Poor indoor air quality harms student health and can hinder academic success directly or indirectly - Poor indoor air quality harms student health and can hinder academic success directly or indirectly
• Poor labor market conditions lead to substitution from full-time to part-time graduate enrollment for both genders - Poor labor market conditions lead to substitution from full-time to part-time graduate enrollment for both genders
• Poor mathematics performers are less intrinsically motivated, less metacognitively accurate, and overestimate their performances more often than well-performing peers in all grades - Poor mathematics performers are less intrinsically motivated, less metacognitively accurate, and overestimate their performances more often than well-performing peers in all grades
• Poor readers reading phrased passages comprehend at the level typical of average readers reading prose, and average readers approach good readers' prose level - Poor readers reading phrased passages comprehend at the level typical of average readers reading prose, and average readers approach good readers' prose level
• Poor readers show a small but significant elevation in depression compared to typical readers (d = 0.23) - Poor readers show a small but significant elevation in depression compared to typical readers (d = 0.23)
• Poor readers show moderately elevated anxiety compared to typical readers (d = 0.41) - Poor readers show moderately elevated anxiety compared to typical readers (d = 0.41)
• Poor readers show moderately elevated general internalising problems compared to typical readers (d = 0.41) - Poor readers show moderately elevated general internalising problems compared to typical readers (d = 0.41)
• Poor readers/spellers vary significantly more than controls in foreign language phonological awareness performance - Poor readers/spellers vary significantly more than controls in foreign language phonological awareness performance
• Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry - Poor, minority, and low-achieving students are disproportionately exposed to mid-year entry
• PoorAF and control children do not differ in error rates on the multiplication task, indicating the problems were not too difficult - PoorAF and control children do not differ in error rates on the multiplication task, indicating the problems were not too difficult
• PoorAF children do not differ from controls on tasks retrieving semantic information (words, objects, countries) or verbal routines (proverbs) - PoorAF children do not differ from controls on tasks retrieving semantic information (words, objects, countries) or verbal routines (proverbs)
• PoorAF children show a significant problem-size effect in multiplication RTs, with a marginally significant stronger problem-size influence than controls - PoorAF children show a significant problem-size effect in multiplication RTs, with a marginally significant stronger problem-size influence than controls
• Poorer current cognitive functioning in all domains is associated with low health literacy in older adults - Poorer current cognitive functioning in all domains is associated with low health literacy in older adults
• Poorer past cognitive functioning (measured 10 years earlier) is associated with low health literacy in older adults - Poorer past cognitive functioning (measured 10 years earlier) is associated with low health literacy in older adults
• Poorer school climate is associated with greater self-reported bullying behaviour, independently of child- and school-level demographics - Poorer school climate is associated with greater self-reported bullying behaviour, independently of child- and school-level demographics
• Poorer sleep quality is associated with lower proportions of the gut microbial phyla Verrucomicrobia and Lentisphaerae in healthy older adults - Poorer sleep quality is associated with lower proportions of the gut microbial phyla Verrucomicrobia and Lentisphaerae in healthy older adults
• Poorer sleep quality is associated with poorer Stroop Word and Color-Word performance in healthy older adults after controlling for hypertension and carbohydrate intake - Poorer sleep quality is associated with poorer Stroop Word and Color-Word performance in healthy older adults after controlling for hypertension and carbohydrate intake
• Poorer useful field of view performance in older adults predicts motor vehicle collision risk and difficulties in everyday visual tasks, even after adjustment for sensory and cognitive impairment - Poorer useful field of view performance in older adults predicts motor vehicle collision risk and difficulties in everyday visual tasks, even after adjustment for sensory and cognitive impairment
• Poorest and best students differed most in speed-of-association tests but little in Marble Statue and Substitution tests - Poorest and best students differed most in speed-of-association tests but little in Marble Statue and Substitution tests
• Poorly designed or misused assessment practices can harm students through increased anxiety, lost learning time, and deficit-based messages - Poorly designed or misused assessment practices can harm students through increased anxiety, lost learning time, and deficit-based messages
• Poorly fluent readers use context clues more heavily than fluent readers, as a compensatory device - Poorly fluent readers use context clues more heavily than fluent readers, as a compensatory device
• Poorly grounded GenAI self-study risks fabricated content and inferior learning relative to curated resources - Poorly grounded GenAI self-study risks fabricated content and inferior learning relative to curated resources
• Pop-up cues contributed only modestly to note taking, triggering note taking in under 4% of instances - Pop-up cues contributed only modestly to note taking, triggering note taking in under 4% of instances
• Popular plagiarism detection tools detect plagiarism in AI-assisted essays in less than 15% of cases - Popular plagiarism detection tools detect plagiarism in AI-assisted essays in less than 15% of cases
• Population type significantly moderates the gender gap in L2 achievement, largest in secondary schools and smallest at university - Population type significantly moderates the gender gap in L2 achievement, largest in secondary schools and smallest at university
• Population-level surveys indicate adolescent digital regulation failures are not rare - Population-level surveys indicate adolescent digital regulation failures are not rare
• Populations most exposed to agentic AI risks are least served by AI literacy research: no scale has been tested for cross-cultural validity - Populations most exposed to agentic AI risks are least served by AI literacy research: no scale has been tested for cross-cultural validity
• Portfolio analysis revealed children were critically and creatively engaged in the learning procedures - Portfolio analysis revealed children were critically and creatively engaged in the learning procedures
• Portfolio-based learning environments did not change assessment preferences or deepen learning, and increased surface approaches in first-year students - Portfolio-based learning environments did not change assessment preferences or deepen learning, and increased surface approaches in first-year students
• Position in a lecture slide series had negligibly small influence on which slides schoolboys recalled eight days later - Position in a lecture slide series had negligibly small influence on which slides schoolboys recalled eight days later
• Positioning personal experience as an epistemic resource supports expansion from inward to outward critical orientations
• Positioning students as sources increases productive participation in science discourse
• Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables - Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of thes
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle - Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle
• Positive Action has positive effects on elementary school students' academic achievement, with a WWC domain average effect size of 0.37 and an improvement index of +14 percentile points - Positive Action has positive effects on elementary school students' academic achievement, with a WWC domain average effect size of 0.37 and an improvement index of +14 percentile points
• Positive Action has positive effects on elementary school students' behavior, with a WWC domain average effect size of 0.51 and an improvement index of +19 percentile points - Positive Action has positive effects on elementary school students' behavior, with a WWC domain average effect size of 0.51 and an improvement index of +19 percentile points
• Positive adaptation showed the highest temporal stability while maladaptive adaptation was the least stable profile across the semester - Positive adaptation showed the highest temporal stability while maladaptive adaptation was the least stable profile across the semester
• Positive and negative AI perceptions are strongly negatively co-related within individuals (τ = −0.819), refuting an ambivalent-attitude reading of aggregate frequencies - Positive and negative AI perceptions are strongly negatively co-related within individuals (τ = −0.819), refuting an ambivalent-attitude reading of aggregate frequencies
• Positive and negative testing effects occur for questions tapping higher levels of Bloom's taxonomy, and question level does not change the memorial consequences of testing - Positive and negative testing effects occur for questions tapping higher levels of Bloom's taxonomy, and question level does not change the memorial consequences of testing
• Positive attitudes toward ChatGPT increased from before to during the practicum - Positive attitudes toward ChatGPT increased from before to during the practicum
• Positive attitudes towards English and high motivation are associated with better pronunciation outcomes - Positive attitudes towards English and high motivation are associated with better pronunciation outcomes
• Positive average grade effects appear only under COVID-laden treatment anchors, indicating such readings reflect the COVID shock rather than ChatGPT - Positive average grade effects appear only under COVID-laden treatment anchors, indicating such readings reflect the COVID shock rather than ChatGPT
• Positive campus racial climate is vital for Black students' success, while negative climate remains detrimental to students of color in predominantly White schools - Positive campus racial climate is vital for Black students' success, while negative climate remains detrimental to students of color in predominantly White schools
• Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models - Positive class-level peer spillover effects on mathematics achievement fail to replicate once measurement error is controlled with doubly latent models
• Positive classroom climate is associated with more frequent socially shared regulation of learning - Positive classroom climate is associated with more frequent socially shared regulation of learning
• Positive coping styles show larger coefficients than negative coping styles, suggesting improving positive coping strategies may be more beneficial than minimising negative ones - Positive coping styles show larger coefficients than negative coping styles, suggesting improving positive coping strategies may be more beneficial than minimising negative ones
• Positive developmental relationships and school connectedness protect against violence, absenteeism, and substance abuse, and increase threat reporting - Positive developmental relationships and school connectedness protect against violence, absenteeism, and substance abuse, and increase threat reporting
• Positive developmental relationships are the active ingredient in effective child-serving systems, buffering stress and fueling learning - Positive developmental relationships are the active ingredient in effective child-serving systems, buffering stress and fueling learning
• Positive effects of school-level ethnic diversity on outgroup attitudes and perceived fair treatment no longer hold when students' classes are less diverse than their schools - Positive effects of school-level ethnic diversity on outgroup attitudes and perceived fair treatment no longer hold when students' classes are less diverse than their schools
• Positive Emotionality correlates with midbrain D2/D3 receptor availability in ADHD adults, while Negative Emotionality and Constraint do not - Positive Emotionality correlates with midbrain D2/D3 receptor availability in ADHD adults, while Negative Emotionality and Constraint do not
• Positive ethnic-racial affect is usually promotive but was linked to declining academic adjustment for Latino early adolescents in one study - Positive ethnic-racial affect is usually promotive but was linked to declining academic adjustment for Latino early adolescents in one study
• Positive family climate consistently predicts increases in adolescent academic self-regulation, with unidirectional effects - Positive family climate consistently predicts increases in adolescent academic self-regulation, with unidirectional effects
• Positive feedback effects occur across the full age range 3-11, with no pattern of stronger effects in older children - Positive feedback effects occur across the full age range 3-11, with no pattern of stronger effects in older children
• Positive Greetings At The Door Improve Engagement
• Positive information prediction errors enhance memory for low-curiosity answers increasingly with age - Positive information prediction errors enhance memory for low-curiosity answers increasingly with age
• Positive learning communities and collaborative social interaction drive learning - Positive learning communities and collaborative social interaction drive learning
• Positive links between intrinsic life aspirations and performance goals appear only in athletic samples, not classical educational contexts - Positive links between intrinsic life aspirations and performance goals appear only in athletic samples, not classical educational contexts
• Positive LLM tutor perceptions do not necessarily translate to learning gains, creating an over-reliance risk - Positive LLM tutor perceptions do not necessarily translate to learning gains, creating an over-reliance risk
• Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results - Positive motivational assessments of introductory activities correlate weakly with learning outcomes on near-in-time tests but not with distant exam results
• Positive perceptions of training and of the technique largely co-occurred across the two themes - Positive perceptions of training and of the technique largely co-occurred across the two themes
• Positive personal characteristics are among the strongest predictors of school belonging - Positive personal characteristics are among the strongest predictors of school belonging
• Positive pre-event emotional valence predicts positive post-event emotional valence after learning events - Positive pre-event emotional valence predicts positive post-event emotional valence after learning events
• Positive preschool interpersonal relationships predict gains in emotion knowledge over the prekindergarten year - Positive preschool interpersonal relationships predict gains in emotion knowledge over the prekindergarten year
• Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement - Positive preschool interpersonal relationships predict kindergarten academic achievement controlling for initial achievement
• Positive reinforcement and praise correlate positively with learning while criticism correlates negatively - Positive reinforcement and praise correlate positively with learning while criticism correlates negatively
• Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities - Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities
• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged - Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged
• Positive school climate, which principals shape, improves attendance, behavior, graduation, and achievement and buffers poverty effects - Positive school climate, which principals shape, improves attendance, behavior, graduation, and achievement and buffers poverty effects
• Positive school-average achievement effects on subsequent achievement can be phantom effects that disappear under doubly-latent modeling with covariates - Positive school-average achievement effects on subsequent achievement can be phantom effects that disappear under doubly-latent modeling with covariates
• Positive school-based relationships support secondary students' learning and well-being, especially for youth experiencing poverty, trauma, and discrimination - Positive school-based relationships support secondary students' learning and well-being, especially for youth experiencing poverty, trauma, and discrimination
• Positive SLAM-student relationship qualities correlate with civic action - Positive SLAM-student relationship qualities correlate with civic action
• Positive subject-specific effects of Medly in Physics, Chemistry and Biology, with no evidence the effect differed across subjects - Positive subject-specific effects of Medly in Physics, Chemistry and Biology, with no evidence the effect differed across subjects
• Positive teacher-student relationships are associated with each PERMA wellbeing element and overall wellbeing in middle and secondary school teachers - Positive teacher-student relationships are associated with each PERMA wellbeing element and overall wellbeing in middle and secondary school teachers
• Positive teacher-student relationships fulfill relatedness needs and support internalization of learning - Positive teacher-student relationships fulfill relatedness needs and support internalization of learning
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement
• Positive teacher–student relationships relate to math outcomes through self-efficacy, intrinsic motivation, belonging, engagement, and mathematics identity - Positive teacher–student relationships relate to math outcomes through self-efficacy, intrinsic motivation, belonging, engagement, and mathematics identity
• Positive-activating emotions show a small positive association with political learning in cross-sectional designs, but not in experimental designs - Positive-activating emotions show a small positive association with political learning in cross-sectional designs, but not in experimental designs
• Positively emotional images in learning materials produce a learning effect and increase learner satisfaction compared to negative images - Positively emotional images in learning materials produce a learning effect and increase learner satisfaction compared to negative images
• Post hoc analysis: trait self-control relates to grades positively only for trainees above very low fluid reasoning levels - Post hoc analysis: trait self-control relates to grades positively only for trainees above very low fluid reasoning levels
• Post hoc findings question whether all students benefit equally from efforts to foster trait self-control - Post hoc findings question whether all students benefit equally from efforts to foster trait self-control
• Post size is not a reliable tie weight for centrality measures; receiving interactions better indicates the value of a contribution. - Post size is not a reliable tie weight for centrality measures; receiving interactions better indicates the value of a contribution.
• Post-2024 instrument development expanded objective AI-literacy measurement, which had been dominated by self-report scales - Post-2024 instrument development expanded objective AI-literacy measurement, which had been dominated by self-report scales
• Post-answer interest enhances trivia answer memory more strongly in adolescents than in children - Post-answer interest enhances trivia answer memory more strongly in adolescents than in children
• Post-baseline practice condition has a significant multivariate effect on combined posttest performance and observed practice effort after adaptive AI-assisted pretesting - Post-baseline practice condition has a significant multivariate effect on combined posttest performance and observed practice effort after adaptive AI-assisted pretesting
• Post-calibration evaluators captured 100% of synthetic egregious failures across all 21 deployed evaluators, up from a pre-calibration range of 73.3–100% - Post-calibration evaluators captured 100% of synthetic egregious failures across all 21 deployed evaluators, up from a pre-calibration range of 73.3–100%
• Post-capitation disability-rate declines were concentrated in subjectively diagnosed categories and occurred more quickly in less severe categories - Post-capitation disability-rate declines were concentrated in subjectively diagnosed categories and occurred more quickly in less severe categories
• Post-course survey respondents reported the most growth on rethinking ideas about disability, with 27 of 33 noting definite growth and 17 describing a shift away from deficit thinking - Post-course survey respondents reported the most growth on rethinking ideas about disability, with 27 of 33 noting definite growth and 17 describing a shift away from deficit thinking
• Post-COVID classrooms show increased academic diversity in the composition and spread of student achievement levels - Post-COVID classrooms show increased academic diversity in the composition and spread of student achievement levels
• Post-COVID classrooms show increased academic diversity, with more students off-track and further behind grade-level proficiency - Post-COVID classrooms show increased academic diversity, with more students off-track and further behind grade-level proficiency
• Post-COVID norm shifts and NWEA's enhanced item selection algorithm change the interpretation of MAP Growth metrics for school accountability - Post-COVID norm shifts and NWEA's enhanced item selection algorithm change the interpretation of MAP Growth metrics for school accountability
• Post-COVID school recovery varies across schools in both the size of initial achievement declines and the size of subsequent gains - Post-COVID school recovery varies across schools in both the size of initial achievement declines and the size of subsequent gains
• Post-deployment diagnostics attributed many remaining retrieval misses to query formulation, with bounded expansion recovering eleven of 24 original queries without lowering the relevance floor - Post-deployment diagnostics attributed many remaining retrieval misses to query formulation, with bounded expansion recovering eleven of 24 original queries without lowering the relevance floor
• Post-error behavioural adjustments can occur automatically, dissociated from explicit error detection - Post-error behavioural adjustments can occur automatically, dissociated from explicit error detection
• Post-error slowing in EF shows no significant association with intelligence or WM in kindergarten children - Post-error slowing in EF shows no significant association with intelligence or WM in kindergarten children
• Post-error slowing occurs in the 2-back condition despite absence of feedback - Post-error slowing occurs in the 2-back condition despite absence of feedback
• Post-hoc fairness interventions on a vendor-controlled EWS redistributed disparities across demographic groups without consistently reducing them - Post-hoc fairness interventions on a vendor-controlled EWS redistributed disparities across demographic groups without consistently reducing them
• Post-hoc finding: P1 latency was increased for attended versus unattended unilateral stimuli, selectively over the ipsilateral ROI - Post-hoc finding: P1 latency was increased for attended versus unattended unilateral stimuli, selectively over the ipsilateral ROI
• Post-implementation survey responses after each Socratic Circles implementation cycle trended affirmative toward the team-defined outcomes - Post-implementation survey responses after each Socratic Circles implementation cycle trended affirmative toward the team-defined outcomes
• Post-interaction reflections reveal four preference themes: AI as formative learning aid, preference for human authority, conditional acceptance, and skepticism about educational impact - Post-interaction reflections reveal four preference themes: AI as formative learning aid, preference for human authority, conditional acceptance, and skepticism about educational impact
• Post-intervention domain knowledge correlated with final model scores and with higher-level systems thinking discourse (ST-3) - Post-intervention domain knowledge correlated with final model scores and with higher-level systems thinking discourse (ST-3)
• Post-interviews with props and embodiment revealed understanding of macro–micro particle changes that the multiple-choice post-test did not capture. - Post-interviews with props and embodiment revealed understanding of macro–micro particle changes that the multiple-choice post-test did not capture.
• Post-pandemic classrooms present teachers with students in the same grade who differ more in learning needs than before the pandemic - Post-pandemic classrooms present teachers with students in the same grade who differ more in learning needs than before the pandemic
• Post-pandemic course grades rose while test scores and attendance fell, raising questions about what grades signal - Post-pandemic course grades rose while test scores and attendance fell, raising questions about what grades signal
• Post-pandemic summer school is studied for its effects on student achievement and district academic recovery - Post-pandemic summer school is studied for its effects on student achievement and district academic recovery
• Post-pandemic, K-2 scores predict third grade ELA outcomes with smaller but still moderate-to-large correlations (0.30-0.64 for grades; 0.47-0.81 for IAR) - Post-pandemic, K-2 scores predict third grade ELA outcomes with smaller but still moderate-to-large correlations (0.30-0.64 for grades; 0.47-0.81 for IAR)
• Post-processing mitigation with ThresholdOptimizer reduced bias on most fairness metrics while maintaining accuracy reasonably well, with a slight performance drop - Post-processing mitigation with ThresholdOptimizer reduced bias on most fairness metrics while maintaining accuracy reasonably well, with a slight performance drop
• Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search - Post-reading-question students search significantly more text segments than inserted-question students, indicating less efficient search
• Post-reading-question students spend more time reading the questions for the first time than inserted-question students - Post-reading-question students spend more time reading the questions for the first time than inserted-question students
• Post-session subjective ratings favored the adaptive system for the expressive persona but showed a reversed adaptivity disadvantage for the guarded persona - Post-session subjective ratings favored the adaptive system for the expressive persona but showed a reversed adaptivity disadvantage for the guarded persona
• Post-shift satisfaction was lower for STEM courses than for non-STEM courses, a gap that predated the shift - Post-shift satisfaction was lower for STEM courses than for non-STEM courses, a gap that predated the shift
• Post-study attitudes and self-reports align with annotated behavior patterns: limited-engagement users show rising overreliance concern and less selective AI use - Post-study attitudes and self-reports align with annotated behavior patterns: limited-engagement users show rising overreliance concern and less selective AI use
• Post-test biology knowledge and pre-test AI knowledge significantly predicted post-test AI knowledge - Post-test biology knowledge and pre-test AI knowledge significantly predicted post-test AI knowledge
• Post-test mathematics performance was significantly lower than pre-test after AI-tutor use - Post-test mathematics performance was significantly lower than pre-test after AI-tutor use
• Post-test mean differences favored the ChatGPT group on knowing, applying, and reasoning subscales and overall at α=0.05 - Post-test mean differences favored the ChatGPT group on knowing, applying, and reasoning subscales and overall at α=0.05
• Post-test mean learning outcomes were 81.81 in the ChatGPT class versus 70.45 in the conventional class - Post-test mean learning outcomes were 81.81 in the ChatGPT class versus 70.45 in the conventional class
• Post-test mediation analyses indicate word reading is related to rhythm (stress awareness and non-linguistic rhythm) through phonological awareness - Post-test mediation analyses indicate word reading is related to rhythm (stress awareness and non-linguistic rhythm) through phonological awareness
• Post-test recall was better on type-focused than category-focused questions regardless of diagram condition - Post-test recall was better on type-focused than category-focused questions regardless of diagram condition
• Post-training alignment methods may induce sycophancy that deteriorates GenAI models' ability to disagree and push back - Post-training alignment methods may induce sycophancy that deteriorates GenAI models' ability to disagree and push back
• Post-training GenAI use patterns were unevenly distributed: efficient collaborators were the largest profile (47.5%), followed by over-revisers (26.2%) and mixed users (21.2%) - Post-training GenAI use patterns were unevenly distributed: efficient collaborators were the largest profile (47.5%), followed by over-revisers (26.2%) and mixed users (21.2%)
• Post-training improves TACTutor's auxiliary guardrail flags on TACTBench: accept rate rises from 0.603 to 0.872 and leak-or-overhelp falls from 0.346 to 0.026 - Post-training improves TACTutor's auxiliary guardrail flags on TACTBench: accept rate rises from 0.603 to 0.872 and leak-or-overhelp falls from 0.346 to 0.026
• Postdictions of performance are typically more accurate than predictions - Postdictions of performance are typically more accurate than predictions
• Poster character level shows no relationship with the quality or quantity of coded scientific habits of mind, apart from a mild negative correlation with social banter - Poster character level shows no relationship with the quality or quantity of coded scientific habits of mind, apart from a mild negative correlation with social banter
• Postsecondary readiness indicators carry an average weight of 16 percent of high school summative accountability scores, ranging from 5 to 33 percent - Postsecondary readiness indicators carry an average weight of 16 percent of high school summative accountability scores, ranging from 5 to 33 percent
• Postsecondary readiness indicators emphasize academic measures (98% of plans) and career measures (83%) far more than military measures (27%) - Postsecondary readiness indicators emphasize academic measures (98% of plans) and career measures (83%) far more than military measures (27%)
• Posttest performance of the replication's contingent condition was far below the original study's contingent condition, a large unregistered difference not seen for the three control conditions - Posttest performance of the replication's contingent condition was far below the original study's contingent condition, a large unregistered difference not seen for the three control conditions
• Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisition - Posttest scores increase monotonically across the tutoring algorithm's acquisition stages, supporting its stage criteria, though control-group items did not differ from items still in active acquisiti
• Posttests were coded as delayed if they occurred at least one day after treatment, with two-delay studies and studies lacking day/week delay metrics excluded from mean and median delay calculations - Posttests were coded as delayed if they occurred at least one day after treatment, with two-delay studies and studies lacking day/week delay metrics excluded from mean and median delay calculations
• Posture rather than concurrent recitation principally drives EEG relaxation responses during Islamic prayer (Salat) - Posture rather than concurrent recitation principally drives EEG relaxation responses during Islamic prayer (Salat)
• Potential early adopters of micro-credentials are driven by intrinsic motivations and heavy informal professional learning, while late adopters are more experienced and driven by extrinsic motivations - Potential early adopters of micro-credentials are driven by intrinsic motivations and heavy informal professional learning, while late adopters are more experienced and driven by extrinsic motivations
• Poverty predicts children's cortisol and executive function, partially mediated by parental sensitive caregiving - Poverty predicts children's cortisol and executive function, partially mediated by parental sensitive caregiving
• Power should be conceptualized as diffuse and structural, and as people's capacity to act under constraint - Power should be conceptualized as diffuse and structural, and as people's capacity to act under constraint
• PPB maintained comparable readability on three of four measures while increasing Flesch-Kincaid toward grade level - PPB maintained comparable readability on three of four measures while increasing Flesch-Kincaid toward grade level
• PPE schools showed larger percentage increases in proficient students than non-PPE schools on statewide ELA and mathematics assessments, 2015–2017 - PPE schools showed larger percentage increases in proficient students than non-PPE schools on statewide ELA and mathematics assessments, 2015–2017
• PPI mega-analysis of 198 meta-analyses shows small-to-medium post-intervention effects persisting after bias adjustments - PPI mega-analysis of 198 meta-analyses shows small-to-medium post-intervention effects persisting after bias adjustments
• PPMC-N detects local dependence in dichotomous IRT models comparably to the Bayesian PPMC approach - PPMC-N detects local dependence in dichotomous IRT models comparably to the Bayesian PPMC approach
• PPSD schools most frequently implemented nudge letters, phone calls, and attendance teams with moderate or high fidelity in 2018/19 - PPSD schools most frequently implemented nudge letters, phone calls, and attendance teams with moderate or high fidelity in 2018/19
• Practical college-access information may have been a key service Talent Search delivered - Practical college-access information may have been a key service Talent Search delivered
• Practical educational skill does not follow from knowledge scores: Claude-Opus-4.5 achieves the highest Skills average (8.82) despite the lowest Content Knowledge - Practical educational skill does not follow from knowledge scores: Claude-Opus-4.5 achieves the highest Skills average (8.82) despite the lowest Content Knowledge
• Practice and training, external feedback, use of instruments, and environmental support facilitate students' implementation of self-assessment - Practice and training, external feedback, use of instruments, and environmental support facilitate students' implementation of self-assessment
• Practice condition did not significantly affect learners' subjective confidence about credit knowledge or ability to manage credit - Practice condition did not significantly affect learners' subjective confidence about credit knowledge or ability to manage credit
• Practice condition showed no significant association with self-reported financial behaviors about credit - Practice condition showed no significant association with self-reported financial behaviors about credit
• Practice curves in computation and reasoning would resemble the learning curves of Bryan and Harter and Book - Practice curves in computation and reasoning would resemble the learning curves of Bryan and Harter and Book
• Practice defined as meaningful language use plus effortful practice of difficult features is beneficial and even essential for second language acquisition - Practice defined as meaningful language use plus effortful practice of difficult features is beneficial and even essential for second language acquisition
• Practice effects in visual reproduction are specific: they transfer to new conditions only in proportion to identical ability-conditioning factors. - Practice effects in visual reproduction are specific: they transfer to new conditions only in proportion to identical ability-conditioning factors.
• Practice effects on the Thorndike-McCall test over two or more hours of testing are very small - Practice effects on the Thorndike-McCall test over two or more hours of testing are very small
• Practice frequency, not cumulative usage time, was strongly associated with posttest presentation performance after controlling for baseline and demographics - Practice frequency, not cumulative usage time, was strongly associated with posttest presentation performance after controlling for baseline and demographics
• Practice gains are greater for nonsense material (average final gain 28%) than for sense-material (average final gain 10%). - Practice gains are greater for nonsense material (average final gain 28%) than for sense-material (average final gain 10%).
• Practice in substituting digits for letters transferred positively to writing symbols for digits but interfered with writing digits for symbols - Practice in substituting digits for letters transferred positively to writing symbols for digits but interfered with writing digits for symbols
• Practice in writing code produced practically no transfer to digit-letter substitution: the practiced group gained 12%, two percent less than the unpracticed control group. - Practice in writing code produced practically no transfer to digit-letter substitution: the practiced group gained 12%, two percent less than the unpracticed control group.
• Practice increases observers' ability to reproduce briefly exposed visual material, with final-over-initial gains ranging from 6% to 44% (average 22%). - Practice increases observers' ability to reproduce briefly exposed visual material, with final-over-initial gains ranging from 6% to 44% (average 22%).
• Practice making sense of stretch text has moderate evidence, based on 15 studies - Practice making sense of stretch text has moderate evidence, based on 15 studies
• Practice of grammar rules improves only the practiced skill, showing skill specificity of L2 automatization - Practice of grammar rules improves only the practiced skill, showing skill specificity of L2 automatization
• Practice points from active-learning exercises did not inflate final grades; exam points remained the primary determinant of course grade - Practice points from active-learning exercises did not inflate final grades; exam points remained the primary determinant of course grade
• Practice produced large within-task speed gains: averaging 89 per cent for letter cancellation and over 200 per cent for digit-for-letter substitution - Practice produced large within-task speed gains: averaging 89 per cent for letter cancellation and over 200 per cent for digit-for-letter substitution
• Practice retrieval performance did not differ significantly between the three retrieval strategy conditions - Practice retrieval performance did not differ significantly between the three retrieval strategy conditions
• Practice test format moderates the testing effect: mixed-format (g = 0.80) and multiple-choice (g = 0.70) practice tests produced larger effects than short-answer tests (g = 0.48) - Practice test format moderates the testing effect: mixed-format (g = 0.80) and multiple-choice (g = 0.70) practice tests produced larger effects than short-answer tests (g = 0.48)
• Practice testing and distributed practice receive high utility assessments because their benefits generalize widely across learners, tasks, and educational contexts - Practice testing and distributed practice receive high utility assessments because their benefits generalize widely across learners, tasks, and educational contexts
• Practice testing is effective across all age groups, including lower elementary school, though some age-related increases in effectiveness emerge - Practice testing is effective across all age groups, including lower elementary school, though some age-related increases in effectiveness emerge
• Practice testing yields transferrable learning relative to a nontesting reexposure control condition (d = 0.40) - Practice testing yields transferrable learning relative to a nontesting reexposure control condition (d = 0.40)
• Practice tests benefit retention (g = 0.63) and transfer (g = 0.53) outcomes without a significant difference between them - Practice tests benefit retention (g = 0.63) and transfer (g = 0.53) outcomes without a significant difference between them
• Practice when learners were nervous or tired was worthless for strengthening associations and positively injurious, favoring wrong habits - Practice when learners were nervous or tired was worthless for strengthening associations and positively injurious, favoring wrong habits
• Practice with feedback is more efficient than lecture, saving about 24% of instructional time in Study 1 and yielding 2–3 times higher learning rates in Study 2 - Practice with feedback is more efficient than lecture, saving about 24% of instructional time in Study 1 and yielding 2–3 times higher learning rates in Study 2
• Practice with feedback, regardless of feedback type, improves metacognitive calibration relative to lecture, reducing overconfidence by about 13 percentage points - Practice with feedback, regardless of feedback type, improves metacognitive calibration relative to lecture, reducing overconfidence by about 13 percentage points
• Practice with feedback—either correct-answer or explanatory—produces better memory than lecture, in both multiple-choice and open-ended formats - Practice with feedback—either correct-answer or explanatory—produces better memory than lecture, in both multiple-choice and open-ended formats
• Practice with one eye in controlling reversible perspective transfers to the unpracticed eye (cross-education) - Practice with one eye in controlling reversible perspective transfers to the unpracticed eye (cross-education)
• Practice-problem performance favored PS-I overall, but the advantage was concentrated on the first two worksheets (d = 0.52) - Practice-problem performance favored PS-I overall, but the advantage was concentrated on the first two worksheets (d = 0.52)
• Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains - Practices associated with higher math achievement gains include both student-centered and teacher-directed practices, though some student-centered practices were associated with lower gains
• Practicing cover letter writing with an AI tool improved unassisted writing skill more than practicing without AI or not practicing, with benefits persisting one day later - Practicing cover letter writing with an AI tool improved unassisted writing skill more than practicing without AI or not practicing, with benefits persisting one day later
• Practicing retrieval of some portions of an educational text can enhance retention of related nontested portions (retrieval-induced facilitation), but not when relational encoding is disrupted - Practicing retrieval of some portions of an educational text can enhance retention of related nontested portions (retrieval-induced facilitation), but not when relational encoding is disrupted
• Practicing with AI did not create an illusion of mastery: participants reported learning and skill levels similar to other conditions - Practicing with AI did not create an illusion of mastery: participants reported learning and skill levels similar to other conditions
• Practicing with AI improved unassisted writing skill more than practicing with Google Search for cover letter examples and tips - Practicing with AI improved unassisted writing skill more than practicing with Google Search for cover letter examples and tips
• Practicing with AI was less effortful than practicing alone, with participants spending less time and logging fewer keystrokes - Practicing with AI was less effortful than practicing alone, with participants spending less time and logging fewer keystrokes
• Practise has a very slight effect on the range of attention, explicable by habituation and grouping tricks rather than any expansion of the range itself - Practise has a very slight effect on the range of attention, explicable by habituation and grouping tricks rather than any expansion of the range itself
• Practitioner Advisory Board members reported learning more about AI and related edtech through their engagement - Practitioner Advisory Board members reported learning more about AI and related edtech through their engagement
• Practitioner engagement initiatives reflected buy-in rather than ownership because leadership developed ideas and decisions before seeking context-expert input - Practitioner engagement initiatives reflected buy-in rather than ownership because leadership developed ideas and decisions before seeking context-expert input
• Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding - Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding
• Practitioners hold that general instructional design principles are universal but must be separated from culturally specific applications - Practitioners hold that general instructional design principles are universal but must be separated from culturally specific applications
• Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd. - Practitioners most often name students with disabilities (37.4%) and multilingual learners (31.0%) as groups experiencing equity challenges with OpenSciEd.
• Practitioners near-universally reject AI as a replacement for instructor expertise while affirming its supportive, collaborative role - Practitioners near-universally reject AI as a replacement for instructor expertise while affirming its supportive, collaborative role
• Practitioners perceived the profile-driven workflow as reducing Social Story preparation burden - Practitioners perceived the profile-driven workflow as reducing Social Story preparation burden
• Practitioners recommended replacing quiz-style comprehension checks with interactive follow-up activities and separate behavior tracking - Practitioners recommended replacing quiz-style comprehension checks with interactive follow-up activities and separate behavior tracking
• Practitioners who adopt AI assistance show reduced independent performance compared to their baseline - Practitioners who adopt AI assistance show reduced independent performance compared to their baseline
• Pragmatic and contingent LLM rewrites reduced perceived cognitive load relative to standard interpreter messages - Pragmatic and contingent LLM rewrites reduced perceived cognitive load relative to standard interpreter messages
• Pragmatic values of keeping order counteracted the democratic values teachers were mandated to realise - Pragmatic values of keeping order counteracted the democratic values teachers were mandated to realise
• Praise for intelligence (person praise) induces a fixed mindset and helpless reactions compared with process praise - Praise for intelligence (person praise) induces a fixed mindset and helpless reactions compared with process praise
• Praise for intelligence, rather than for effort, after success undermines children's motivation and performance after a later failure
• Praxical teacher-AI grading teaming decreased grading time by 44% and increased accuracy by 6% versus manual grading - Praxical teacher-AI grading teaming decreased grading time by 44% and increased accuracy by 6% versus manual grading
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated - Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated
• Pre-adolescent children already exhibit proactive inhibitory control, slowing responses as stop-signal probability increases - Pre-adolescent children already exhibit proactive inhibitory control, slowing responses as stop-signal probability increases
• Pre-course SRL level statistically significantly predicted participation in collaborative chat activities - Pre-course SRL level statistically significantly predicted participation in collaborative chat activities
• Pre-cues and post-cues eliminate set size effects for controls but not for adults with dyslexia - Pre-cues and post-cues eliminate set size effects for controls but not for adults with dyslexia
• Pre-deep-learning speech recognition was markedly less accurate on non-native speech, undermining automated oral feedback for learners, as the article reports citing prior studies - Pre-deep-learning speech recognition was markedly less accurate on non-native speech, undermining automated oral feedback for learners, as the article reports citing prior studies
• Pre-event skill surveys enable balanced, skill-diverse team formation, but participants reported that more detailed skill screening would have benefited teams - Pre-event skill surveys enable balanced, skill-diverse team formation, but participants reported that more detailed skill screening would have benefited teams
• Pre-exam academic integrity reminders significantly reduce cheating rates relative to no reminders, equally for both exam formats - Pre-exam academic integrity reminders significantly reduce cheating rates relative to no reminders, equally for both exam formats
• Pre-experimental knowledge and education level relate to specific knowledge categories - Pre-experimental knowledge and education level relate to specific knowledge categories
• Pre-implant aided hearing levels significantly predict word-learning performance in children with cochlear implants - Pre-implant aided hearing levels significantly predict word-learning performance in children with cochlear implants
• Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50) - Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50)
• Pre-instruction testing enhances memory for directly tested video content, with benefits shown for videos from 5 to 30 minutes - Pre-instruction testing enhances memory for directly tested video content, with benefits shown for videos from 5 to 30 minutes
• Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year - Pre-K benefits at the start of kindergarten diminish by a little more than half during the kindergarten year
• Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581) - Pre-K benefits were studied among children from low-income homes in a large and diverse county (n = 2,581)
• Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten - Pre-K graduates outperform nonattending peers in achievement and executive functioning at the end of kindergarten
• Pre-K Mathematics improves preschool children's mathematics achievement, with a WWC positive effects rating and strong evidence tier - Pre-K Mathematics improves preschool children's mathematics achievement, with a WWC positive effects rating and strong evidence tier
• Pre-K Mathematics remains effective at the state scale, with a positive and statistically significant effect of .30 on the ECLS-B Mathematics Assessment - Pre-K Mathematics remains effective at the state scale, with a positive and statistically significant effect of .30 on the ECLS-B Mathematics Assessment
• Pre-K Mathematics shows uncertain effects on preschool language outcomes - Pre-K Mathematics shows uncertain effects on preschool language outcomes
• Pre-K Mathematics shows uncertain effects on preschool self-regulation skills - Pre-K Mathematics shows uncertain effects on preschool self-regulation skills
• Pre-K Mathematics shows uncertain effects on reading and literacy related outcomes - Pre-K Mathematics shows uncertain effects on reading and literacy related outcomes
• Pre-K Mathematics shows uncertain effects on social-emotional learning - Pre-K Mathematics shows uncertain effects on social-emotional learning
• Pre-K Mathematics with DLM Early Childhood Express Math produces statistically significant positive effects on preschool children's math outcomes - Pre-K Mathematics with DLM Early Childhood Express Math produces statistically significant positive effects on preschool children's math outcomes
• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool oral language - Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool oral language
• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool phonological processing - Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool phonological processing
• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool print knowledge - Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool print knowledge
• Pre-k policy changes were associated with higher second-grade reading test scores for Black students and students in the lowest-income group - Pre-k policy changes were associated with higher second-grade reading test scores for Black students and students in the lowest-income group
• Pre-K teachers implemented PKTP's common classroom practices more consistently than kindergarten teachers, with dramatic play and trauma-sensitive practices least frequent among kindergarten teachers - Pre-K teachers implemented PKTP's common classroom practices more consistently than kindergarten teachers, with dramatic play and trauma-sensitive practices least frequent among kindergarten teachers
• Pre-kindergarten attendance predicts college enrollment across racial and ethnic groups, most strongly four-year enrollment among Black and Hispanic students - Pre-kindergarten attendance predicts college enrollment across racial and ethnic groups, most strongly four-year enrollment among Black and Hispanic students
• Pre-kindergarten attendance yields small positive impacts on social-emotional development, executive functioning, and emotion recognition - Pre-kindergarten attendance yields small positive impacts on social-emotional development, executive functioning, and emotion recognition
• Pre-literate children already show a left-hemisphere bias for letter processing before any training - Pre-literate children already show a left-hemisphere bias for letter processing before any training
• Pre-med aspiration, excitement about learning, and competitiveness each predict higher engagement; gender, race, and most pre-college measures do not - Pre-med aspiration, excitement about learning, and competitiveness each predict higher engagement; gender, race, and most pre-college measures do not
• Pre-monitoring and retrospective confidence judgments are highly consistent, with most agreement at the highest scale level regardless of correctness - Pre-monitoring and retrospective confidence judgments are highly consistent, with most agreement at the highest scale level regardless of correctness
• Pre-monitoring does not significantly improve children's relative monitoring accuracy (discrimination between correct and incorrect answers) - Pre-monitoring does not significantly improve children's relative monitoring accuracy (discrimination between correct and incorrect answers)
• Pre-monitoring judgments before recognition increase rather than decrease overconfidence in kindergartners and second graders - Pre-monitoring judgments before recognition increase rather than decrease overconfidence in kindergartners and second graders
• Pre-policy, classroom average ability related positively to test scores but positively to failure, with effects strongest for high-ability students - Pre-policy, classroom average ability related positively to test scores but positively to failure, with effects strongest for high-ability students
• Pre-policy, the negative distance-enrollment relationship was strongest for Black students - Pre-policy, the negative distance-enrollment relationship was strongest for Black students
• Pre-policy, White students were far more likely to enroll in full-day pre-k than other racial/ethnic groups regardless of distance - Pre-policy, White students were far more likely to enroll in full-day pre-k than other racial/ethnic groups regardless of distance
• Pre-reading relevance instructions did not change reading time on sentences targeted by the questions - Pre-reading relevance instructions did not change reading time on sentences targeted by the questions
• Pre-reading relevance instructions produce better cued recall for test questions more similar to the instructions than for questions less similar to them - Pre-reading relevance instructions produce better cued recall for test questions more similar to the instructions than for questions less similar to them
• Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques - Pre-service primary teachers' science teaching self-efficacy beliefs correlate weakly but positively with their ability to determine suitable taxonomy, strategy, and method-techniques
• Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences - Pre-service teachers choose science objectives mainly for ease of teaching, material support, and perceived professional knowledge, with grade-level differences
• Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation - Pre-service teachers choose strategies, methods, and techniques mainly for fit with objective content and for promoting active student participation
• Pre-service teachers identified lesson planning and presentation as the assessment task most evaluating their readiness for practice - Pre-service teachers identified lesson planning and presentation as the assessment task most evaluating their readiness for practice
• Pre-service teachers most frequently viewed integrating 21st-century teaching methods into mathematics lessons as the learning outcome to achieve - Pre-service teachers most frequently viewed integrating 21st-century teaching methods into mathematics lessons as the learning outcome to achieve
• Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills - Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills
• Pre-service teachers rate ChatGPT-generated texts higher on structure but often fail to identify AI authorship, indicating limited critical AI literacy - Pre-service teachers rate ChatGPT-generated texts higher on structure but often fail to identify AI authorship, indicating limited critical AI literacy
• Pre-service teachers show high intra-rater consistency between holistic and analytic grades for the same essays - Pre-service teachers show high intra-rater consistency between holistic and analytic grades for the same essays
• Pre-service teachers showed stronger sequential transitions linking controlling with monitoring and planning, while in-service teachers more often followed sociocognitive challenges with monitoring - Pre-service teachers showed stronger sequential transitions linking controlling with monitoring and planning, while in-service teachers more often followed sociocognitive challenges with monitoring
• Pre-service teachers struggle with instructional design and lesson planning despite existing standards and coursework - Pre-service teachers struggle with instructional design and lesson planning despite existing standards and coursework
• Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models - Pre-service teachers studying with text-based cases report higher situational interest than those studying the same content with theoretical models
• Pre-service teachers used sociocognitive controlling strategies significantly more frequently than in-service teachers during collaborative problem-solving - Pre-service teachers used sociocognitive controlling strategies significantly more frequently than in-service teachers during collaborative problem-solving
• Pre-service teachers who received NLP-based adaptive feedback were better able to justify their diagnoses than those who received static feedback (reported from Sailer et al.) - Pre-service teachers who received NLP-based adaptive feedback were better able to justify their diagnoses than those who received static feedback (reported from Sailer et al.)
• Pre-service teachers with higher color-blind racial ideology scores had difficulties regulating emotions in racial situations - Pre-service teachers with higher color-blind racial ideology scores had difficulties regulating emotions in racial situations
• Pre-service teachers' assessment quality is negatively related to self-efficacy and perceived costs of engaging with scientific evidence - Pre-service teachers' assessment quality is negatively related to self-efficacy and perceived costs of engaging with scientific evidence
• Pre-service teachers' collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but collaboration support can significantly enhance the added value of collaborative diagnosis - Pre-service teachers' collaborative diagnostic accuracy does not per se exceed individual diagnostic accuracy, but collaboration support can significantly enhance the added value of collaborative diag
• Pre-service teachers' innovative competence is at a medium-to-high level, with innovation practice the lowest subdimension - Pre-service teachers' innovative competence is at a medium-to-high level, with innovation practice the lowest subdimension
• Pre-service teachers' second-order knowledge integration is mediated by their first-order knowledge integration - Pre-service teachers' second-order knowledge integration is mediated by their first-order knowledge integration
• Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low - Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low
• Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences - Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences
• Pre-study survey found most art teachers spend 1-3 hours daily planning and struggle to integrate and assess teaching resources across platforms - Pre-study survey found most art teachers spend 1-3 hours daily planning and struggle to integrate and assess teaching resources across platforms
• Pre-study verified that the three learning units differ in perceived complexity in the intended low, medium, and high ordering - Pre-study verified that the three learning units differ in perceived complexity in the intended low, medium, and high ordering
• Pre-test/post-test learning gains showed no significant difference compared to a control group - Pre-test/post-test learning gains showed no significant difference compared to a control group
• Pre-tests reduced adult learners' persistence in a MOOC, though they improved post-test scores among those who completed it
• Pre-written prompts increase Justifications and Alternative ideas in children's pair-programming talk and shift the role of Simple questions - Pre-written prompts increase Justifications and Alternative ideas in children's pair-programming talk and shift the role of Simple questions
• Prebuilt quiz banks of 435 questions across 65 modules decouple practice from live generation, with warm practice-request medians of 4.8 and 5.8 ms - Prebuilt quiz banks of 435 questions across 65 modules decouple practice from live generation, with warm practice-request medians of 4.8 and 5.8 ms
• Preceding high guidance with low guidance conferred no advantage for children's CVS learning - Preceding high guidance with low guidance conferred no advantage for children's CVS learning
• Precisely coordinated transitions among spatial-orientational behavioral clusters help stabilize local patterns of student thinking - Precisely coordinated transitions among spatial-orientational behavioral clusters help stabilize local patterns of student thinking
• Precision-weighted shrinkage in MAIHDA yields reliable conservative estimates for small strata and helps solve the multiple-testing problem - Precision-weighted shrinkage in MAIHDA yields reliable conservative estimates for small strata and helps solve the multiple-testing problem
• Predictability enhances P3 amplitude, CNV amplitude, and shortens target-P3 latency equally at all ages, indexing mature prediction encoding, preparation, and implementation - Predictability enhances P3 amplitude, CNV amplitude, and shortens target-P3 latency equally at all ages, indexing mature prediction encoding, preparation, and implementation
• Predicted post-test distributions differed significantly from real distributions in four dimensions, with no significant difference only for Technology Acceptance - Predicted post-test distributions differed significantly from real distributions in four dimensions, with no significant difference only for Technology Acceptance
• Predicted probability of 9th grade on-track status varied substantially across the growth-mindset and academic-behavior scales - Predicted probability of 9th grade on-track status varied substantially across the growth-mindset and academic-behavior scales
• Predicting, using contextual analysis, and rereading were the most frequently used metacognitive behaviors; deciding when to stop, independent reading time, and testing were least frequent - Predicting, using contextual analysis, and rereading were the most frequently used metacognitive behaviors; deciding when to stop, independent reading time, and testing were least frequent
• Prediction algorithms forecast student achievement from small windows of data, more accurately when data are enriched with instructional design and learning-process detail - Prediction algorithms forecast student achievement from small windows of data, more accurately when data are enriched with instructional design and learning-process detail
• Prediction and intervention are different problems: highly predictive features such as prior GPA are often ones an institution cannot change - Prediction and intervention are different problems: highly predictive features such as prior GPA are often ones an institution cannot change
• Predictive accuracy of enrollment forecasts is not meaningfully different in schools with larger proportions of Black students, economically disadvantaged students, or English learner students - Predictive accuracy of enrollment forecasts is not meaningfully different in schools with larger proportions of Black students, economically disadvantaged students, or English learner students
• Predictive accuracy of middle and high school indicators did not vary substantially between student groups - Predictive accuracy of middle and high school indicators did not vary substantially between student groups
• Predictive analytics can benefit education only if educators heed how their use should differ from industry - Predictive analytics can benefit education only if educators heed how their use should differ from industry
• Predictive cues aid transfer of perceptual representations into working memory via pre-encoding top-down modulation - Predictive cues aid transfer of perceptual representations into working memory via pre-encoding top-down modulation
• Predictive learning analytics can generate early warnings of dropout risk and trigger targeted interventions in adult education - Predictive learning analytics can generate early warnings of dropout risk and trigger targeted interventions in adult education
• Predictive models built in a modelable ecosystem generalize across institutions - Predictive models built in a modelable ecosystem generalize across institutions
• Predictive models trained on one semester's offering of a course identified at-risk students in the subsequent semester with high prediction accuracy - Predictive models trained on one semester's offering of a course identified at-risk students in the subsequent semester with high prediction accuracy
• Predictive performance of sensor configurations does not change monotonically with the number of sensing streams; preferred configuration depends on target metric and sensing cost - Predictive performance of sensor configurations does not change monotonically with the number of sensing streams; preferred configuration depends on target metric and sensing cost
• Predictive specificity was substantially higher for NSLP-eligible, English learner, disabled, and older-entry students, with the largest difference for middle school students with disabilities predicting college enrollment - Predictive specificity was substantially higher for NSLP-eligible, English learner, disabled, and older-entry students, with the largest difference for middle school students with disabilities predict
• Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade - Predictive weights of IQ, memory and study habits do not differ significantly between 3rd and 4th grade
• Predictors of positive GenAI beliefs explain only 6–7% of variance in plagiarism and creativity concerns, indicating a two-track belief structure - Predictors of positive GenAI beliefs explain only 6–7% of variance in plagiarism and creativity concerns, indicating a two-track belief structure
• Predictors of retention vary across grades: reading achievement is strongest in lower grades while math increases in importance later, and young-for-grade is the only predictor associated with greater retention probability - Predictors of retention vary across grades: reading achievement is strongest in lower grades while math increases in importance later, and young-for-grade is the only predictor associated with greater
• Predictors operate selectively across AI literacy subdimensions: digital competence fails to predict technical proficiency or communication proficiency, and perceived resources predict only communication proficiency and creative application - Predictors operate selectively across AI literacy subdimensions: digital competence fails to predict technical proficiency or communication proficiency, and perceived resources predict only communicat
• Predominantly Hispanic and schools serving large numbers of African American and Hispanic students have lower standardized test scores than predominantly White schools even after adjusting for socioeconomic factors - Predominantly Hispanic and schools serving large numbers of African American and Hispanic students have lower standardized test scores than predominantly White schools even after adjusting for socioec
• Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more - Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more
• Predominantly master-narrative accounts drop from 83% in 8th grade to 25% in 11th grade - Predominantly master-narrative accounts drop from 83% in 8th grade to 25% in 11th grade
• Predominantly negative feedback leads students to expect a next round of problems will require more effort than predominantly positive feedback (Experiments 1 and 2) - Predominantly negative feedback leads students to expect a next round of problems will require more effort than predominantly positive feedback (Experiments 1 and 2)
• Preference explanations favoring LearnLM more often cite staying on topic, challenging the learner, and not giving away answers - Preference explanations favoring LearnLM more often cite staying on topic, challenging the learner, and not giving away answers
• Preference for LLMs aligns only weakly with AI Interaction Competence, producing enthusiastic-but-unskilled and skilled-but-reluctant subgroups - Preference for LLMs aligns only weakly with AI Interaction Competence, producing enthusiastic-but-unskilled and skilled-but-reluctant subgroups
• Preferences for instructor-provided sheets were grounded in trust, alignment and efficiency, while self-created preferences reflected personalization, control and studying through creation - Preferences for instructor-provided sheets were grounded in trust, alignment and efficiency, while self-created preferences reflected personalization, control and studying through creation
• Preferences for visualizing predictions with metaphors were a matter of personal choice, with students wanting to choose their own metaphor - Preferences for visualizing predictions with metaphors were a matter of personal choice, with students wanting to choose their own metaphor
• Preferred emphasis between the two Amico modes differed by context: Italian participants emphasized reflective dialogue while Chinese participants emphasized relational harmony, with AmicoMio valued for technical reliability - Preferred emphasis between the two Amico modes differed by context: Italian participants emphasized reflective dialogue while Chinese participants emphasized relational harmony, with AmicoMio valued f
• Preferred instruction type shifted by year: Prep School, freshman and sophomore students preferred implicit instruction while junior and senior students preferred meaning-focused instruction - Preferred instruction type shifted by year: Prep School, freshman and sophomore students preferred implicit instruction while junior and senior students preferred meaning-focused instruction
• Preferred scoring and feedback methods differ significantly across assignment types, with AI-based scoring rarely preferred and mixed options most chosen for low-stakes assignments - Preferred scoring and feedback methods differ significantly across assignment types, with AI-based scoring rarely preferred and mixed options most chosen for low-stakes assignments
• Preliminary analyses of the 2003 Puerto Rico data led to changes in administration and translation procedures for the 2005 assessment - Preliminary analyses of the 2003 Puerto Rico data led to changes in administration and translation procedures for the 2005 assessment
• Preliminary cross-sectional data suggest curiosity may be unaffected by age or schooling in early childhood - Preliminary cross-sectional data suggest curiosity may be unaffected by age or schooling in early childhood
• Preliminary estimates suggest UBMS participation increases the odds of majoring in math or science - Preliminary estimates suggest UBMS participation increases the odds of majoring in math or science
• Preliminary evidence of intergenerational transmission of math anxiety: mothers' math anxiety relates to children's lower intrinsic math motivation and stronger attentional bias toward math stimuli - Preliminary evidence of intergenerational transmission of math anxiety: mothers' math anxiety relates to children's lower intrinsic math motivation and stronger attentional bias toward math stimuli
• Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict - Preliminary evidence suggests perceived problem behavior effects on teaching stress are mediated by teachers' perceptions of relationship conflict
• Preliminary evidence that infants do not generalize surprise-induced exploration to same-category exemplars - Preliminary evidence that infants do not generalize surprise-induced exploration to same-category exemplars
• Premature shared understanding: a group's bypassing of a member's skeptical comment left the social and technology objects misaligned, with partial agreement (Extract 3) - Premature shared understanding: a group's bypassing of a member's skeptical comment left the social and technology objects misaligned, with partial agreement (Extract 3)
• Premium-access GenAI users report greater perceived benefits than free-only users, largest for tasks beyond current expertise - Premium-access GenAI users report greater perceived benefits than free-only users, largest for tasks beyond current expertise
• Prenatal risk indices were not significantly associated with cognitive flexibility or theory of mind outcomes in this sample - Prenatal risk indices were not significantly associated with cognitive flexibility or theory of mind outcomes in this sample
• Prenatal synchronous multisensory exposure enhances learning and memory for a mother's call in quail embryos - Prenatal synchronous multisensory exposure enhances learning and memory for a mother's call in quail embryos
• Prep School and undergraduate students differed significantly on overall beliefs, MFI-FFI and FonF-FonFs, but not on implicit-explicit or inductive-deductive preferences - Prep School and undergraduate students differed significantly on overall beliefs, MFI-FFI and FonF-FonFs, but not on implicit-explicit or inductive-deductive preferences
• Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication - Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication