Claims: P 5

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• Productivity-oriented ChatGPT videos achieved platform reach comparable to skill-oriented videos despite weaker learning-oriented framing - Productivity-oriented ChatGPT videos achieved platform reach comparable to skill-oriented videos despite weaker learning-oriented framing
• Professional commitment is essentially uncorrelated with AI literacy and shows no significant bivariate correlation with learning engagement - Professional commitment is essentially uncorrelated with AI literacy and shows no significant bivariate correlation with learning engagement
• Professional commitment positively moderates the effect of psychological capital on learning engagement - Professional commitment positively moderates the effect of psychological capital on learning engagement
• Professional community within a school environment is associated with a small but significant positive effect on student achievement (d=.25) - Professional community within a school environment is associated with a small but significant positive effect on student achievement (d=.25)
• Professional creators develop the capacity to mindfully mind-wander, identifying and capitalizing on mind wandering during long-term creative enterprises - Professional creators develop the capacity to mindfully mind-wander, identifying and capitalizing on mind wandering during long-term creative enterprises
• Professional developers write prompts of moderate baseline quality, which does not meaningfully scale with programming experience - Professional developers write prompts of moderate baseline quality, which does not meaningfully scale with programming experience
• Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93) - Professional development for in-service teachers produces large gains in teachers' knowledge about inclusive education (g = 0.93)
• Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do - Professional development frequency shows no significant relationship to didactic teaching, while quality and basic-skills content do
• Professional development from CHSRI and CPS is valued by some small-school staff but viewed by others as irrelevant, hard to schedule, and poorly connected to school needs - Professional development from CHSRI and CPS is valued by some small-school staff but viewed by others as irrelevant, hard to schedule, and poorly connected to school needs
• Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive - Professional development interventions showed mixed outcomes, with 14 of 20 studies supportive and 6 non-supportive
• Professional development is associated with larger mathematics gains for students of early-career principals than for students of mid-career and veteran principals - Professional development is associated with larger mathematics gains for students of early-career principals than for students of mid-career and veteran principals
• Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions - Professional development needs roughly 50 hours in a specific area, and long-term content-specific support outperforms one-shot sessions
• Professional development participation is mainly a matter of individual teacher initiative, with the teachers most in need of development least likely to pursue it - Professional development participation is mainly a matter of individual teacher initiative, with the teachers most in need of development least likely to pursue it
• Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49) - Professional development produces moderate improvements in teachers' skills for implementing inclusive education (g = 0.49)
• Professional identity and AI literacy partially mediate AI-TPACK associations with innovation behavior, while AI-TK and AI-TPACK show indirect-only mediation and TSE mediation is only partially supported - Professional identity and AI literacy partially mediate AI-TPACK associations with innovation behavior, while AI-TK and AI-TPACK show indirect-only mediation and TSE mediation is only partially suppor
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. - Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment.
• Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial workshops - Professional learning experiences shift teachers' beliefs away from traditional views toward practice-based science and increase implementation confidence, with gains leveling off after initial worksh
• Professional learning for late-career teachers is operationalised in varied ways, from formal structured programmes to informal workplace-embedded practices - Professional learning for late-career teachers is operationalised in varied ways, from formal structured programmes to informal workplace-embedded practices
• Professional learning on emerging technologies is widely available but misaligned with faculty workload, time, and incentives - Professional learning on emerging technologies is widely available but misaligned with faculty workload, time, and incentives
• Professional learning, broadly defined to include teacher collaboration, coaching, and workshops, was the most important support strategy for instructional change - Professional learning, broadly defined to include teacher collaboration, coaching, and workshops, was the most important support strategy for instructional change
• Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools - Professional practice ratings, student surveys, and value-added measures each have the potential to differentiate teacher performance in Pittsburgh Public Schools
• Professional staff show a pragmatically compressed GenAI profile with high ethical awareness and the widest span of create-level endorsement of any cohort - Professional staff show a pragmatically compressed GenAI profile with high ethical awareness and the widest span of create-level endorsement of any cohort
• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions - Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions
• Proficiency moderates gloss effects: vocabulary benefits appear at Levels 2 and 3 but not Levels 1 and 4 - Proficiency moderates gloss effects: vocabulary benefits appear at Levels 2 and 3 but not Levels 1 and 4
• Proficiency projections estimate the probability of reaching Meets proficiency on the state test from fall, winter, or spring RIT scores - Proficiency projections estimate the probability of reaching Meets proficiency on the state test from fall, winter, or spring RIT scores
• Proficient learners complete the CT task faster and with fewer clicks than Novice and Developing learners - Proficient learners complete the CT task faster and with fewer clicks than Novice and Developing learners
• Proficient learners report lower perceived task difficulty than Novice learners on the CT task - Proficient learners report lower perceived task difficulty than Novice learners on the CT task
• Profile sizes: 29.4% low, 41.2% moderate, and 29.4% high academic self-efficacy among students with motor disabilities - Profile sizes: 29.4% low, 41.2% moderate, and 29.4% high academic self-efficacy among students with motor disabilities
• Profile structures and transitions over time largely align with common descriptions of interest development - Profile structures and transitions over time largely align with common descriptions of interest development
• Profile trends labeled up or down are determined by statistical criteria, so those labels denote statistically significant trends - Profile trends labeled up or down are determined by statistical criteria, so those labels denote statistically significant trends
• Profile-based aggregation across both trace sources achieves the best SAT Math performance and remains stronger than matched repeated direct-prompt generation under the same rollout budget - Profile-based aggregation across both trace sources achieves the best SAT Math performance and remains stronger than matched repeated direct-prompt generation under the same rollout budget
• Profiled New Mexico community schools showed improvement across attendance, graduation, achievement, climate, health access, and family engagement indicators - Profiled New Mexico community schools showed improvement across attendance, graduation, achievement, climate, health access, and family engagement indicators
• ProfileRL outperforms prompting and fine-tuning baselines on turn-level student simulation, with statistically significant gains on Acts, Correctness, and Errors - ProfileRL outperforms prompting and fine-tuning baselines on turn-level student simulation, with statistically significant gains on Acts, Correctness, and Errors
• Profiles also differ in self-perceived employability, and elevated AI-related threat is not necessarily incompatible with career preparation - Profiles also differ in self-perceived employability, and elevated AI-related threat is not necessarily incompatible with career preparation
• Profiles differ in immediate usage behaviors: Engaged and Literate users verify most, while Skeptical Minimal users report the highest shortcut reliance - Profiles differ in immediate usage behaviors: Engaged and Literate users verify most, while Skeptical Minimal users report the highest shortcut reliance
• Profiles differ in self-perceived academic skills: Engaged and Literate users report the highest problem-solving and cognitive endurance gains, while Uncritical Reliant users report the highest independent thinking - Profiles differ in self-perceived academic skills: Engaged and Literate users report the highest problem-solving and cognitive endurance gains, while Uncritical Reliant users report the highest indepe
• Profy practice shows larger observed pronunciation-intelligibility improvement than elicited imitation, with non-overlapping pre/post confidence intervals - Profy practice shows larger observed pronunciation-intelligibility improvement than elicited imitation, with non-overlapping pre/post confidence intervals
• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent - Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent
• Program appeal rested on flexibility and financial savings, with some modules completable in under 10 minutes - Program appeal rested on flexibility and financial savings, with some modules completable in under 10 minutes
• Program coherence varies widely within quartiles: more than half of top-quartile teachers report moderate coherence and 32 percent report little or none, while 44 percent of bottom-quartile teachers report strong or very strong coherence - Program coherence varies widely within quartiles: more than half of top-quartile teachers report moderate coherence and 32 percent report little or none, while 44 percent of bottom-quartile teachers r
• Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes - Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes
• Program costs rose under the PEF's facility payment model, but the size and economic value of benefits also increased - Program costs rose under the PEF's facility payment model, but the size and economic value of benefits also increased
• Program demand varied widely: 21 percent of programs had more than ten times as many applications as seats, led by arts, CTE, and SEHS programs - Program demand varied widely: 21 percent of programs had more than ten times as many applications as seats, led by arts, CTE, and SEHS programs
• Program dosage was low for many participants: nearly half of Talent Search participants received 10 or fewer hours of services a year - Program dosage was low for many participants: nearly half of Talent Search participants received 10 or fewer hours of services a year
• Program effectiveness varies by country: Greece led for perpetration, Italy for victimization - Program effectiveness varies by country: Greece led for perpetration, Italy for victimization
• Program representatives and statewide stakeholders were largely positive about the goals of Illinois' redesigned principal preparation policy - Program representatives and statewide stakeholders were largely positive about the goals of Illinois' redesigned principal preparation policy
• Program teachers showed more complete cycles of contingent teaching at postmeasurement than the other teachers - Program teachers showed more complete cycles of contingent teaching at postmeasurement than the other teachers
• Program-based studies cannot isolate the effect of inquiry-based instruction because they vary many program elements simultaneously - Program-based studies cannot isolate the effect of inquiry-based instruction because they vary many program elements simultaneously
• Program-based studies show mixed results: a large inquiry-curriculum study found higher achievement, while two carefully designed comparison studies found no differences - Program-based studies show mixed results: a large inquiry-curriculum study found higher achievement, while two carefully designed comparison studies found no differences
• Program-specific gains appeared only in isolated t-tests: GRR on reading comprehension and RAVE-O on word-level efficiency measures - Program-specific gains appeared only in isolated t-tests: GRR on reading comprehension and RAVE-O on word-level efficiency measures
• Programmatic churn from constant turnover of curricula and initiatives hindered teachers' capacity for personalized, evaluation-driven improvement - Programmatic churn from constant turnover of curricula and initiatives hindered teachers' capacity for personalized, evaluation-driven improvement
• Programme characteristics — longer duration, higher frequency, teacher delivery and older students — were tentatively associated with more significant well-being effects - Programme characteristics — longer duration, higher frequency, teacher delivery and older students — were tentatively associated with more significant well-being effects
• Programming self-efficacy and programming literacy did not significantly moderate the trust–appropriate reliance relationship - Programming self-efficacy and programming literacy did not significantly moderate the trust–appropriate reliance relationship
• Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support - Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support
• Programs focusing on students' social-emotional development contribute most to classroom management intervention effectiveness, especially on social-emotional outcomes - Programs focusing on students' social-emotional development contribute most to classroom management intervention effectiveness, especially on social-emotional outcomes
• Programs focusing solely on motivation are equally effective in stimulating affirming motivations and reading comprehension as programs combining motivational support with skills instruction - Programs focusing solely on motivation are equally effective in stimulating affirming motivations and reading comprehension as programs combining motivational support with skills instruction
• Programs offering only literacy-related activities yield larger effects than programs also targeting other cognitive or socioemotional skills - Programs offering only literacy-related activities yield larger effects than programs also targeting other cognitive or socioemotional skills
• Programs offering only shared reading yield the largest comprehension-related effects, and combining shared reading with other activity types reduces effects - Programs offering only shared reading yield the largest comprehension-related effects, and combining shared reading with other activity types reduces effects
• Programs offering the highest levels of active student participation are those aimed at generally improving the school environment (Restorative Justice and SEHER), suggesting broad, systemic scope favors student decision-making roles - Programs offering the highest levels of active student participation are those aimed at generally improving the school environment (Restorative Justice and SEHER), suggesting broad, systemic scope fav
• Programs should facilitate cognitive disequilibrium so students question ethnocentric views and consider other cultural perspectives - Programs should facilitate cognitive disequilibrium so students question ethnocentric views and consider other cultural perspectives
• Programs with higher representation of women require a smaller share of core CS credits (26% vs 33%) and offer more flexibility - Programs with higher representation of women require a smaller share of core CS credits (26% vs 33%) and offer more flexibility
• Programs with strong essential supports are more likely to have higher teacher-child interactions and better child attendance than programs with very weak supports - Programs with strong essential supports are more likely to have higher teacher-child interactions and better child attendance than programs with very weak supports
• Progress in evidence-based solution development is not always linear; evidence determines phase movement - Progress in evidence-based solution development is not always linear; evidence determines phase movement
• Progress Learning showed a statistically significant positive impact on NWEA MAP reading scores for Grades 3-6 in Forney ISD, Texas - Progress Learning showed a statistically significant positive impact on NWEA MAP reading scores for Grades 3-6 in Forney ISD, Texas
• Progress Learning showed statistically significant positive impacts on both NWEA MAP and STAAR math scores in Forney ISD, Texas - Progress Learning showed statistically significant positive impacts on both NWEA MAP and STAAR math scores in Forney ISD, Texas
• Progress Learning shows a statistically significant positive effect on Grade 5 NWEA MAP science scores - Progress Learning shows a statistically significant positive effect on Grade 5 NWEA MAP science scores
• Progress monitoring is needed to guide next steps in planning and providing instruction and interventions - Progress monitoring is needed to guide next steps in planning and providing instruction and interventions
• Progress toward implementing the right to education over the past half century has been largely quantitative, falling short of Article 26's qualitative purposes - Progress toward implementing the right to education over the past half century has been largely quantitative, falling short of Article 26's qualitative purposes
• Progressive scaffold fading moved teachers from guided participation toward independent justification, generalization, and task design - Progressive scaffold fading moved teachers from guided participation toward independent justification, generalization, and task design
• Progressively larger treatment estimates among intervention students crossing engagement thresholds are hypothesis-generating only - Progressively larger treatment estimates among intervention students crossing engagement thresholds are hypothesis-generating only
• Project Cal-Well in Stanislaus County trained 1,750 mental health workforce members and more than 12,000 non-workforce individuals between fall 2019 and December 2023 - Project Cal-Well in Stanislaus County trained 1,750 mental health workforce members and more than 12,000 non-workforce individuals between fall 2019 and December 2023
• Project Cal-Well training at SCOE reached 833 mental health workforce members and 3,104 individuals outside the workforce - Project Cal-Well training at SCOE reached 833 mental health workforce members and 3,104 individuals outside the workforce
• Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year - Project CRISS, ReadAbout, and Read for Real showed no significant impacts on reading comprehension in the study's first year
• Project CRISS® produced statistically significant greater free-recall gains than regular instruction in grades 4 and 6 (Horsfall & Santa, 1994) - Project CRISS® produced statistically significant greater free-recall gains than regular instruction in grades 4 and 6 (Horsfall & Santa, 1994)
• Project leaders reported catalyzed changes in practice but concerns about rushed timelines and sustainability - Project leaders reported catalyzed changes in practice but concerns about rushed timelines and sustainability
• Project performance improved significantly from pre- to post-feedback across all three feedback conditions with no significant differences between feedback sources - Project performance improved significantly from pre- to post-feedback across all three feedback conditions with no significant differences between feedback sources
• Project QUEST is likely to increase industry-recognized credential, certificate, or license completion (improvement index +15, two studies, 1,301 students) - Project QUEST is likely to increase industry-recognized credential, certificate, or license completion (improvement index +15, two studies, 1,301 students)
• Project QUEST may decrease postsecondary degree attainment (improvement index -3, two studies, 1,301 students) - Project QUEST may decrease postsecondary degree attainment (improvement index -3, two studies, 1,301 students)
• Project QUEST may increase credit accumulation (improvement index +14, one study, 958 students) - Project QUEST may increase credit accumulation (improvement index +14, one study, 958 students)
• Project QUEST shows no discernible effects on short-term and medium-term employment - Project QUEST shows no discernible effects on short-term and medium-term employment
• Project QUEST shows no discernible effects on short-term, medium-term, and long-term earnings - Project QUEST shows no discernible effects on short-term, medium-term, and long-term earnings
• Project With was implemented with high fidelity: 89 percent of activities were completed and youth listened during 83 percent and interacted during 76 percent of activities - Project With was implemented with high fidelity: 89 percent of activities were completed and youth listened during 83 percent and interacted during 76 percent of activities
• Project-based and experiential learning approaches are reported as most effective for AI literacy education, and early exposure enhances learners' self-efficacy - Project-based and experiential learning approaches are reported as most effective for AI literacy education, and early exposure enhances learners' self-efficacy
• Project-based learning improves achievement
• Projected bachelor's degree attainment is far lower for Black and Latino young men (10 and 14 percent) than the CPS district average of 20 percent - Projected bachelor's degree attainment is far lower for Black and Latino young men (10 and 14 percent) than the CPS district average of 20 percent
• Projected COVID-19 learning loss was not universal, with the top third of students potentially making gains in reading - Projected COVID-19 learning loss was not universal, with the top third of students potentially making gains in reading
• Projected fall 2020 mathematics gains for returning students are approximately 37 to 50% of a typical school year's learning gains - Projected fall 2020 mathematics gains for returning students are approximately 37 to 50% of a typical school year's learning gains
• Projected fall 2020 reading gains for returning students are approximately 63 to 68% of a typical school year's learning gains - Projected fall 2020 reading gains for returning students are approximately 63 to 68% of a typical school year's learning gains
• Proliferating definitions and incompatible measures of social presence have produced a confounding situation that prevents a coherent research field - Proliferating definitions and incompatible measures of social presence have produced a confounding situation that prevents a coherent research field
• Prolonged or overwhelming stress disrupts self-regulation development by physically changing brain wiring toward emotional reactivity - Prolonged or overwhelming stress disrupts self-regulation development by physically changing brain wiring toward emotional reactivity
• Prolonged practice yields no evidence of improvement in discrimination for the intensity of sound - Prolonged practice yields no evidence of improvement in discrimination for the intensity of sound
• Prolonged reading failure leads students to attribute failure to fixed low ability and define reading as a failure situation - Prolonged reading failure leads students to attribute failure to fixed low ability and define reading as a failure situation
• Prominent quantitative measures of belonging focus overwhelmingly on social connectedness and general fit, with only 1 of 70 items assessing resource fit - Prominent quantitative measures of belonging focus overwhelmingly on social connectedness and general fit, with only 1 of 70 items assessing resource fit
• PROMISE service costs represented relatively large investments - PROMISE service costs represented relatively large investments
• PROMISE treatment and control group youth enrolled in education and training at similar rates five years after random assignment - PROMISE treatment and control group youth enrolled in education and training at similar rates five years after random assignment
• PROMISE treatment group youth had higher employment rates than control group youth - PROMISE treatment group youth had higher employment rates than control group youth
• PROMISE treatment group youth had lower educational attainment than control group youth - PROMISE treatment group youth had lower educational attainment than control group youth
• PROMISE youth experienced worse education and employment outcomes than ACS youth with and without disabilities - PROMISE youth experienced worse education and employment outcomes than ACS youth with and without disabilities
• PROMISE's primary innovations over usual services were intensive case management, facilitating early work experiences, and a family focus - PROMISE's primary innovations over usual services were intensive case management, facilitating early work experiences, and a family focus
• Promoting autonomous motivation was linked to higher motivation, lower experienced cognitive load, and higher achievement, but causality cannot be interpreted - Promoting autonomous motivation was linked to higher motivation, lower experienced cognitive load, and higher achievement, but causality cannot be interpreted
• Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth - Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth
• Promoting minority children's L1 raises L1 achievement at no cost to L2 achievement - Promoting minority children's L1 raises L1 achievement at no cost to L2 achievement
• Promotion power measures are designed to permit fair comparisons of schools serving different student populations - Promotion power measures are designed to permit fair comparisons of schools serving different student populations
• Promotion power measures substantially reduce or eliminate the relationship between student poverty and a school's measure of performance - Promotion power measures substantially reduce or eliminate the relationship between student poverty and a school's measure of performance
• Promotive factors are associated with positive outcomes equally in low- and high-risk contexts, producing gap-maintaining effects identified via main effects - Promotive factors are associated with positive outcomes equally in low- and high-risk contexts, producing gap-maintaining effects identified via main effects
• Prompt Coach's largest learning gains occurred on Inclusion of Constraints, Error Handling, and Context Awareness, the dimensions developers scored lowest on at baseline - Prompt Coach's largest learning gains occurred on Inclusion of Constraints, Error Handling, and Context Awareness, the dimensions developers scored lowest on at baseline
• Prompt compliance varied widely across the four metacognitive prompts, with interactive prompts responded to more appropriately - Prompt compliance varied widely across the four metacognitive prompts, with interactive prompts responded to more appropriately
• Prompt design significantly influences LLM accuracy on IVDA MCQs, with slide context reducing smaller-model accuracy but improving GPT models, while persona effects are inconsistent - Prompt design significantly influences LLM accuracy on IVDA MCQs, with slide context reducing smaller-model accuracy but improving GPT models, while persona effects are inconsistent
• Prompt engineering is the most prevalent customization method in AI writing education research - Prompt engineering is the most prevalent customization method in AI writing education research
• Prompt injection attacks on agents (OpenClaw walletdrain, EchoLeak) bypass the user entirely, and no public AI literacy curriculum addresses this vector - Prompt injection attacks on agents (OpenClaw walletdrain, EchoLeak) bypass the user entirely, and no public AI literacy curriculum addresses this vector
• Prompt quality and detailed scoring rubrics significantly influence the accuracy and consistency of LLM-generated grades - Prompt quality and detailed scoring rubrics significantly influence the accuracy and consistency of LLM-generated grades
• Prompt specificity changes AI tutor pedagogy: a no-direct-answer guardrail alone produces uniform questioning, while a detailed guided protocol produces varied, impasse-sensitive responses - Prompt specificity changes AI tutor pedagogy: a no-direct-answer guardrail alone produces uniform questioning, while a detailed guided protocol produces varied, impasse-sensitive responses
• Prompt style is the largest driver of disability-aware Fit gains, and the Thinking Reward becomes effective only in combination with adaptive prompting - Prompt style is the largest driver of disability-aware Fit gains, and the Thinking Reward becomes effective only in combination with adaptive prompting
• Prompt-Based Constraint is the dominant enforcement mechanism in LLM-based programming support systems - Prompt-Based Constraint is the dominant enforcement mechanism in LLM-based programming support systems
• Prompt-based personalization of an LLM/RAG teaching assistant produces measurable variation in response expression, length, and complexity across personalization conditions - Prompt-based personalization of an LLM/RAG teaching assistant produces measurable variation in response expression, length, and complexity across personalization conditions
• Prompt-based scoring prompts developed on one year's test generalize to the next year's edition with only minor adjustments - Prompt-based scoring prompts developed on one year's test generalize to the next year's edition with only minor adjustments
• Prompt-count distributions differ significantly across assignments, with moderate prompting most common and extended prompting (10+) rare except in Algorithms (18.0%) - Prompt-count distributions differ significantly across assignments, with moderate prompting most common and extended prompting (10+) rare except in Algorithms (18.0%)
• Prompt-literacy guidance was associated with higher transcript-coded rule-following compliance than unrestricted LLM access, mainly in process-over-answer and stepwise-hint behaviors - Prompt-literacy guidance was associated with higher transcript-coded rule-following compliance than unrestricted LLM access, mainly in process-over-answer and stepwise-hint behaviors
• Prompt-writing ability is a new feedback-eliciting capacity that shapes GenAI feedback engagement - Prompt-writing ability is a new feedback-eliciting capacity that shapes GenAI feedback engagement
• Prompted AI-supported learning raises overall post-test scores above both slide-based and unprompted AI conditions - Prompted AI-supported learning raises overall post-test scores above both slide-based and unprompted AI conditions
• Prompted and control groups show no significant differences in separative elaborations within domains or in additions - Prompted and control groups show no significant differences in separative elaborations within domains or in additions
• Prompted cue type and timing of cue prompt do not interact in their effect on self-assessment accuracy (Experiment 1) - Prompted cue type and timing of cue prompt do not interact in their effect on self-assessment accuracy (Experiment 1)
• Prompted learners’ sequential SRL structure resembled traditional SRL models, using reflection more as an ending activity than unprompted learners - Prompted learners’ sequential SRL structure resembled traditional SRL models, using reflection more as an ending activity than unprompted learners
• Prompted self-assessment decreases utilization of the low-diagnosticity commission-errors cue - Prompted self-assessment decreases utilization of the low-diagnosticity commission-errors cue
• Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research - Prompted self-monitoring is the most frequently used self-management configuration in school-based single-case research
• Prompted, unprompted, and slide-based learning conditions yield statistically comparable multiple-choice performance - Prompted, unprompted, and slide-based learning conditions yield statistically comparable multiple-choice performance
• Prompting a learning disability shifts feedback toward word- and sentence-level remediation, simplified vocabulary, and lowered expectations - Prompting a learning disability shifts feedback toward word- and sentence-level remediation, simplified vocabulary, and lowered expectations
• Prompting alone could not keep the gpt-3.5-turbo model on-topic, while the text-davinci-002 engine stayed on-topic in the deployed chatbot - Prompting alone could not keep the gpt-3.5-turbo model on-topic, while the text-davinci-002 engine stayed on-topic in the deployed chatbot
• Prompting experiments show LLMs perform badly at generating non-US national standard varieties and conflate Nigerian English with Nigerian Pidgin - Prompting experiments show LLMs perform badly at generating non-US national standard varieties and conflate Nigerian English with Nigerian Pidgin
• Prompting is a form of writing: task definition is a constitutive element of knowledge production, not a neutral procedural step - Prompting is a form of writing: task definition is a constitutive element of knowledge production, not a neutral procedural step
• Prompting is a major source of AI-assisted cognitive effort: copying prompts reduces effort but not time, and verbose model responses can make AI-assisted completion slower than predicted - Prompting is a major source of AI-assisted cognitive effort: copying prompts reduces effort but not time, and verbose model responses can make AI-assisted completion slower than predicted
• Prompting learners to infer self-assessments from performance-based cues yields better self-assessment accuracy than prompting explanation-based cues in the initial problem-solving phase - Prompting learners to infer self-assessments from performance-based cues yields better self-assessment accuracy than prompting explanation-based cues in the initial problem-solving phase
• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains.
• Prompting learners to self-explain, one generative strategy, improves learning by a moderate average amount; other generative activities are not tested by the evidence recorded here
• Prompting metacognitive strategies before cognitive strategies improves strategy quality and conceptual knowledge - Prompting metacognitive strategies before cognitive strategies improves strategy quality and conceptual knowledge
• Prompting self-explanation in a physics electricity unit led to accelerated future learning in a subsequent magnetism unit - Prompting self-explanation in a physics electricity unit led to accelerated future learning in a subsequent magnetism unit
• Prompting strategies differ by bug source: natural bugs elicit specification-oriented strategies while injected bugs elicit guidance-oriented strategies - Prompting strategies differ by bug source: natural bugs elicit specification-oriented strategies while injected bugs elicit guidance-oriented strategies
• Prompting strategies produce distinct directional bias profiles: Fs+CoT under-scores (bias = -1.730), RAG over-scores (bias = 1.787), and SC shows minimal directional bias (bias = -0.083) - Prompting strategies produce distinct directional bias profiles: Fs+CoT under-scores (bias = -1.730), RAG over-scores (bias = 1.787), and SC shows minimal directional bias (bias = -0.083)
• Prompting technique distribution shifts in teams, driven by students reporting no technique at all - Prompting technique distribution shifts in teams, driven by students reporting no technique at all
• Prompting underspecified responses improves children's performance on both local and global coherence inference questions at all ages - Prompting underspecified responses improves children's performance on both local and global coherence inference questions at all ages
• Prompting with category information or few-shot examples yields limited improvement in distribution alignment, with zero-shot closest for most models - Prompting with category information or few-shot examples yields limited improvement in distribution alignment, with zero-shot closest for most models
• Prompting-based student simulators maintain artificially high pass rates (~80%) from the first submission step, while fine-tuned models track real students' low-start, sharp-increase trajectories - Prompting-based student simulators maintain artificially high pass rates (~80%) from the first submission step, while fine-tuned models track real students' low-start, sharp-increase trajectories
• Prompts and scaffolds for paraphrasing, criticizing, questioning, and synthesizing arguments produce significantly more domain-specific and domain-general knowledge - Prompts and scaffolds for paraphrasing, criticizing, questioning, and synthesizing arguments produce significantly more domain-specific and domain-general knowledge
• Prompts increased learners' self-efficacy during learning within the prompted group but did not produce between-group differences at mid-learning or post-learning - Prompts increased learners' self-efficacy during learning within the prompted group but did not produce between-group differences at mid-learning or post-learning
• Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment - Prompts raised learners' pragmatic awareness of refusals more than explicit feedback or control after a 10-week treatment
• Prompts referencing architectural styles or local architectures yielded less desired image outcomes than future-themed prompts, motivating selectable checkpoints in GAI-A - Prompts referencing architectural styles or local architectures yielded less desired image outcomes than future-themed prompts, motivating selectable checkpoints in GAI-A
• Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning - Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning
• Prop 28 AMS had not yet impacted most community arts organizations at the time of the study - Prop 28 AMS had not yet impacted most community arts organizations at the time of the study
• Propensity score analysis estimated a Texas generalizability index of 0.91, and post-stratification yielded a population average treatment effect of 1.47 versus a conventional estimate of 1.44 - Propensity score analysis estimated a Texas generalizability index of 0.91, and post-stratification yielded a population average treatment effect of 1.47 versus a conventional estimate of 1.44
• Propensity score matching produced baseline-equivalent treatment and comparison groups on all measured variables - Propensity score matching produced baseline-equivalent treatment and comparison groups on all measured variables
• Propensity to gesture and verbal memory positively predicted free recall, and the two were uncorrelated (Study 2) - Propensity to gesture and verbal memory positively predicted free recall, and the two were uncorrelated (Study 2)
• Properly segmented text facilitates decoding, encoding, and retrieval better than poorly segmented text - Properly segmented text facilitates decoding, encoding, and retrieval better than poorly segmented text
• Proportional measurement of relearning intervals poses a scaling problem for mapping optimal relearning schedules - Proportional measurement of relearning intervals poses a scaling problem for mapping optimal relearning schedules
• Proportionality in integrity decisions operates at three connected stages: threshold, evidentiary, and sanction - Proportionality in integrity decisions operates at three connected stages: threshold, evidentiary, and sanction
• Proportionally fewer principals remained at lower-performing schools than at higher-performing schools across all three states (three-year retention) - Proportionally fewer principals remained at lower-performing schools than at higher-performing schools across all three states (three-year retention)
• Proportions of rare words and decontextualized utterances in parent input increase linearly from 18 to 42 months - Proportions of rare words and decontextualized utterances in parent input increase linearly from 18 to 42 months
• Proportions of significant CT gains vary by instructional approach, but approach alone does not determine effectiveness - Proportions of significant CT gains vary by instructional approach, but approach alone does not determine effectiveness
• Proportions of variance explained follow a curvilinear pattern across the six taxonomy levels - Proportions of variance explained follow a curvilinear pattern across the six taxonomy levels
• Proposition 1: outcome-aligned ownership performances will predict later individual transfer beyond AI-assisted product quality alone - Proposition 1: outcome-aligned ownership performances will predict later individual transfer beyond AI-assisted product quality alone
• Proposition 2: mutual evaluation emphasizing reasons and responsive comparison will improve evaluative judgment more than unexplained self-rating - Proposition 2: mutual evaluation emphasizing reasons and responsive comparison will improve evaluative judgment more than unexplained self-rating
• Proposition 4: evidence gathered through distinct demands supports capability claims better than multiple records of the same performance - Proposition 4: evidence gathered through distinct demands supports capability claims better than multiple records of the same performance
• Propositional knowledge showed a prior knowledge main effect but no instructional method × prior knowledge interaction - Propositional knowledge showed a prior knowledge main effect but no instructional method × prior knowledge interaction
• ProPRL incurs moderate overhead over DGCPL but remains lightweight, using under 40 MB GPU memory and under 0.18 seconds test-time inference - ProPRL incurs moderate overhead over DGCPL but remains lightweight, using under 40 MB GPU memory and under 0.18 seconds test-time inference
• ProPRL is sensitive to learning rate but comparatively insensitive to its structural hyperparameters, with propagation depth around 5 capturing most multi-hop benefit - ProPRL is sensitive to learning rate but comparatively insensitive to its structural hyperparameters, with propagation depth around 5 capturing most multi-hop benefit
• ProPRL ranks first across all nine dataset–metric combinations on three prerequisite relation benchmarks, with relative improvements from 1.96% to 6.11% over the strongest baseline - ProPRL ranks first across all nine dataset–metric combinations on three prerequisite relation benchmarks, with relative improvements from 1.96% to 6.11% over the strongest baseline
• Prosocial and aggressive descriptive norms vary considerably between classrooms - Prosocial and aggressive descriptive norms vary considerably between classrooms
• Prosocial behavior is associated with peer acceptance and aggression with rejection, though aggression can be accepted in some classrooms - Prosocial behavior is associated with peer acceptance and aggression with rejection, though aggression can be accepted in some classrooms
• Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines - Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines
• Prosodic and sound-level features of child-directed speech support infants' phoneme discrimination, word segmentation, and word learning - Prosodic and sound-level features of child-directed speech support infants' phoneme discrimination, word segmentation, and word learning
• Prosodiya training improves self-designed spelling test scores including near transfer to untrained words - Prosodiya training improves self-designed spelling test scores including near transfer to untrained words
• Prosodiya training significantly improves children's syllable stress awareness in a randomized controlled field trial - Prosodiya training significantly improves children's syllable stress awareness in a randomized controlled field trial
• Prosodiya training significantly improves standardized spelling scores (DRT) in primary school children - Prosodiya training significantly improves standardized spelling scores (DRT) in primary school children
• Prosodiya training significantly reduces spelling mistakes in vowel length marking (DRT) - Prosodiya training significantly reduces spelling mistakes in vowel length marking (DRT)
• Prospective longitudinal studies of high-risk children found that a greater percentage became healthy, competent young adults than developed problems - Prospective longitudinal studies of high-risk children found that a greater percentage became healthy, competent young adults than developed problems
• Prospective regression analysis of the same data found somewhat larger sex differences in the same direction - Prospective regression analysis of the same data found somewhat larger sex differences in the same direction
• Prospective teachers can identify and script computational processes across all knowledge domains, including humanities and social sciences - Prospective teachers can identify and script computational processes across all knowledge domains, including humanities and social sciences
• Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty - Prospective teachers hold more misconceptions about teaching and learning than current faculty both before and after training, and misconceptions decreased only among current faculty
• Prospective teachers notice fewer pedagogically significant incidents than current faculty teachers before training - Prospective teachers notice fewer pedagogically significant incidents than current faculty teachers before training
• Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839) - Prospective teachers taught with CCCT outperformed a lecture-based control group on academic achievement (g = 0.839)
• Prospective teachers value constructivist teaching/learning and assessment for learning more than they practise, and practise traditional teaching and performance orientation more than they value - Prospective teachers value constructivist teaching/learning and assessment for learning more than they practise, and practise traditional teaching and performance orientation more than they value
• Prospective teachers' critical thinking dispositions are positively and moderately correlated with their preference for contemporary educational philosophy - Prospective teachers' critical thinking dispositions are positively and moderately correlated with their preference for contemporary educational philosophy
• Prospective teachers' critical thinking dispositions show no significant relationship with traditional educational philosophy preference - Prospective teachers' critical thinking dispositions show no significant relationship with traditional educational philosophy preference
• Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints - Prospective teachers' qualitative feedback credited CCCT with communication, teamwork and engagement gains but noted unequal participation and time constraints
• Protective factors attenuate the effects of risk as risk rises, producing gap-closing effects represented analytically as Risk × Protective Factor interactions - Protective factors attenuate the effects of risk as risk rises, producing gap-closing effects represented analytically as Risk × Protective Factor interactions
• Prototype generation is the only GenAI activity significantly associated with perceived loss of creativity or ownership - Prototype generation is the only GenAI activity significantly associated with perceived loss of creativity or ownership
• Provided support does not influence task regulation between conditions - Provided support does not influence task regulation between conditions
• Provided visuals can act as a crutch: explaining with provided visuals yielded higher-quality explanations but no transfer advantage over explaining without them - Provided visuals can act as a crutch: explaining with provided visuals yielded higher-quality explanations but no transfer advantage over explaining without them
• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies - Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies
• Providers gained super users of their products and learnings for product design and effective implementation support through OBC engagement. - Providers gained super users of their products and learnings for product design and effective implementation support through OBC engagement.
• Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students - Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students
• Providing a learner profile shifts an LLM's selected instructional strategies from content-focused to learner-centered - Providing a learner profile shifts an LLM's selected instructional strategies from content-focused to learner-centered
• Providing a rubric does not significantly improve relative accuracy of self-assessment across criteria - Providing a rubric does not significantly improve relative accuracy of self-assessment across criteria
• Providing a rubric during self-assessment improves the absolute accuracy of high school students' self-assessments of written scientific abstracts - Providing a rubric during self-assessment improves the absolute accuracy of high school students' self-assessments of written scientific abstracts
• Providing a rubric reduces bias in self-assessment, moving judgments closer to expert ratings - Providing a rubric reduces bias in self-assessment, moving judgments closer to expert ratings
• Providing a rubric reduces perceived difficulty of self-assessment but not invested mental effort - Providing a rubric reduces perceived difficulty of self-assessment but not invested mental effort
• Providing a standard answer to compare against improves the accuracy of students' retrospective monitoring judgments - Providing a standard answer to compare against improves the accuracy of students' retrospective monitoring judgments
• Providing all students with instant personalised guidance at the same time is a challenge for flipped learning that ChatGPT-FLGA was designed to address - Providing all students with instant personalised guidance at the same time is a challenge for flipped learning that ChatGPT-FLGA was designed to address
• Providing baselines with oracle knowledge-concept selection substantially improves their performance, identifying concept selection as a key bottleneck, though baselines with oracle KCs still trail KT4EQG - Providing baselines with oracle knowledge-concept selection substantially improves their performance, identifying concept selection as a key bottleneck, though baselines with oracle KCs still trail KT
• Providing both a simple and a complex example facilitates transfer better than a single example or an example plus procedures - Providing both a simple and a complex example facilitates transfer better than a single example or an example plus procedures
• Providing cognitive and metacognitive group awareness information did not have the expected impact on learning outcomes despite knowledge and confidence gains - Providing cognitive and metacognitive group awareness information did not have the expected impact on learning outcomes despite knowledge and confidence gains
• Providing combined cognitive and behavioral group awareness information positively affects cognitive and behavioral learning processes and outcomes in social media, per the editorial's report of Ollasch et al., but its emotional effects were not consistently positive. - Providing combined cognitive and behavioral group awareness information positively affects cognitive and behavioral learning processes and outcomes in social media, per the editorial's report of Ollas
• Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction - Providing contrasting cases reduces the number of solution attempts students generate, both before and after instruction
• Providing corrective feedback on practice tests does not significantly change the testing effect (g = 0.63 with feedback vs. g = 0.60 without) - Providing corrective feedback on practice tests does not significantly change the testing effect (g = 0.63 with feedback vs.
• Providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement, with positive cumulative impacts on math or reading in some years - Providing educators with performance feedback and offering pay-for-performance bonuses can improve student achievement, with positive cumulative impacts on math or reading in some years
• Providing elaborate explanations and summary interactives instead of just scores increases students' perceptions of engagement and understanding and reduces mind wandering - Providing elaborate explanations and summary interactives instead of just scores increases students' perceptions of engagement and understanding and reduces mind wandering
• Providing expert example standards enhances absolute judgment accuracy in evaluating self-generated examples - Providing expert example standards enhances absolute judgment accuracy in evaluating self-generated examples
• Providing expert example standards reduces bias in learners' evaluations of self-generated examples - Providing expert example standards reduces bias in learners' evaluations of self-generated examples
• Providing explanations during a small-group discussion yields better recall of subsequently studied text one month later than only listening to the discussion - Providing explanations during a small-group discussion yields better recall of subsequently studied text one month later than only listening to the discussion
• Providing explanations widens the human–AI gap in perceived fairness, with a larger fairness improvement in the teacher condition - Providing explanations widens the human–AI gap in perceived fairness, with a larger fairness improvement in the teacher condition
• Providing feedback after initial multiple-choice tests cut lure intrusions on final short-answer tests roughly in half, with immediate and delayed feedback equally effective - Providing feedback after initial multiple-choice tests cut lure intrusions on final short-answer tests roughly in half, with immediate and delayed feedback equally effective
• Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant) - Providing feedback on lesson plans amplifies the intervention effect on teacher self-efficacy (large effect, near-significant)
• Providing free vision services on the school campus was perceived to remove financial and logistical barriers to obtaining corrective lenses - Providing free vision services on the school campus was perceived to remove financial and logistical barriers to obtaining corrective lenses
• Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support - Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support
• Providing key features during case comparison improves student teachers' ability to explain teacher behavior with operant conditioning principles, but not lower levels of understanding - Providing key features during case comparison improves student teachers' ability to explain teacher behavior with operant conditioning principles, but not lower levels of understanding
• Providing key features during case comparison reduces learning time - Providing key features during case comparison reduces learning time
• Providing LLM pre-labels can decrease human annotation accuracy when the model is incorrect, due to automation bias - Providing LLM pre-labels can decrease human annotation accuracy when the model is incorrect, due to automation bias
• Providing navigation features in an instructional video does not improve retention or comprehension when learning time is controlled - Providing navigation features in an instructional video does not improve retention or comprehension when learning time is controlled
• Providing peer feedback can be more beneficial than receiving it because it is more cognitively engaging - Providing peer feedback can be more beneficial than receiving it because it is more cognitively engaging
• Providing strategy guidance leads learners to pause and scroll back on the video timeline more often than unguided learner control - Providing strategy guidance leads learners to pause and scroll back on the video timeline more often than unguided learner control
• Providing subgoals did not help on the Missionaries and Cannibals problem but facilitated performance on an extended 5-Missionaries and 5-Cannibals variant - Providing subgoals did not help on the Missionaries and Cannibals problem but facilitated performance on an extended 5-Missionaries and 5-Cannibals variant
• Providing the correct solution in the prompt improves LLM alignment with human-authored distractors, confirming correct-solution recovery as a primary bottleneck - Providing the correct solution in the prompt improves LLM alignment with human-authored distractors, confirming correct-solution recovery as a primary bottleneck
• Providing the tutor with student mastery and practice-history context improved engagement and next-item correctness - Providing the tutor with student mastery and practice-history context improved engagement and next-item correctness
• Providing worked examples of journal entries early (rather than delayed) yields better early journal quality and more conceptual knowledge - Providing worked examples of journal entries early (rather than delayed) yields better early journal quality and more conceptual knowledge
• Provision of learning protocols predicts larger SRL training effects for resource management strategies - Provision of learning protocols predicts larger SRL training effects for resource management strategies
• Proxemic configuration significantly shifts the relational organization of regulation, from a visually anchored system when far to a strategy-oriented system when close - Proxemic configuration significantly shifts the relational organization of regulation, from a visually anchored system when far to a strategy-oriented system when close
• Proximal events emerging during high school are associated with dropout over and above pre-existing vulnerabilities - Proximal events emerging during high school are associated with dropout over and above pre-existing vulnerabilities
• Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies - Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies
• Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals - Proximal goals produced higher motivation, skill, self-efficacy, and intrinsic interest than distant or general goals
• Proxy pre-test value-added estimates show bias, but may still carry information about teacher effectiveness - Proxy pre-test value-added estimates show bias, but may still carry information about teacher effectiveness
• Pruning low-advantage completions during RL improves F1 up to a middle pruning rate while reducing training time - Pruning low-advantage completions during RL improves F1 up to a middle pruning rate while reducing training time
• PS-DI learners consulted the reference book on supplier selection procedure far more often than DI-PS learners (d = .83) - PS-DI learners consulted the reference book on supplier selection procedure far more often than DI-PS learners (d = .83)
• PS-DI learners reported higher intrinsic in-scenario cognitive load during problem solving (d = .53) - PS-DI learners reported higher intrinsic in-scenario cognitive load during problem solving (d = .53)
• PS-I effectiveness did not depend on the breadth of prior knowledge activated, but on activation of relevant prior knowledge - PS-I effectiveness did not depend on the breadth of prior knowledge activated, but on activation of relevant prior knowledge
• PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing - PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing
• PS-I effects vary by grade level: negative for 2nd–5th graders and increasing with age - PS-I effects vary by grade level: negative for 2nd–5th graders and increasing with age
• PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented - PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented
• PS-I instructional designs can improve conceptual understanding and transfer when design principles are met - PS-I instructional designs can improve conceptual understanding and transfer when design principles are met
• PS-I over a year in a university linear algebra course was followed by significantly higher final exam performance versus baseline cohorts - PS-I over a year in a university linear algebra course was followed by significantly higher final exam performance versus baseline cohorts
• PS-I research demonstrates beneficial effects on conceptual knowledge and knowledge transfer relative to I-PS - PS-I research demonstrates beneficial effects on conceptual knowledge and knowledge transfer relative to I-PS
• PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions - PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions
• PS-I shows no pooled benefit for procedural knowledge (g = −0.03, nonsignificant) - PS-I shows no pooled benefit for procedural knowledge (g = −0.03, nonsignificant)
• PS-I with a virus transmission simulation showed better transfer of multivariable causality to a new context, despite similar end-of-intervention performance to I-PS - PS-I with a virus transmission simulation showed better transfer of multivariable causality to a new context, despite similar end-of-intervention performance to I-PS
• PSAE component-test scores are highly correlated within and across subjects, with ACT science and ISBE science correlating at r = 0.74 in 2004 - PSAE component-test scores are highly correlated within and across subjects, with ACT science and ISBE science correlating at r = 0.74 in 2004
• PSAT-based National Merit scholarship selection distributes awards disproportionately to boys, with girls receiving 36 percent of scholarships - PSAT-based National Merit scholarship selection distributes awards disproportionately to boys, with girls receiving 36 percent of scholarships
• PSD dimensions correlate with trait curiosity, and playfulness correlates with designing fun but not designing competition, supporting the scale's convergent and discriminant validity - PSD dimensions correlate with trait curiosity, and playfulness correlates with designing fun but not designing competition, supporting the scale's convergent and discriminant validity
• Pseudo-agency: students may appear engaged without understanding the epistemic purpose of their actions - Pseudo-agency: students may appear engaged without understanding the epistemic purpose of their actions
• Pseudo-interactive responses showed significantly more repetition: a lower type-token ratio than interactive responses (t = 3.371, p = .001) - Pseudo-interactive responses showed significantly more repetition: a lower type-token ratio than interactive responses (t = 3.371, p = .001)
• Pseudo-interactive videos also outperformed non-interactive videos by 0.16 standard deviations on science learning - Pseudo-interactive videos also outperformed non-interactive videos by 0.16 standard deviations on science learning
• Pseudoword decoding, orthographic knowledge, and phonological awareness show moderate relationships with adult reading comprehension (rs .34–.42) - Pseudoword decoding, orthographic knowledge, and phonological awareness show moderate relationships with adult reading comprehension (rs .34–.42)
• PSI district principal supervisors were more likely to receive role-specific training and rated it more highly than supervisors in other urban districts - PSI district principal supervisors were more likely to receive role-specific training and rated it more highly than supervisors in other urban districts
• PSI districts were more likely than other urban districts to offer programs for new and aspiring supervisors - PSI districts were more likely than other urban districts to offer programs for new and aspiring supervisors
• PSP-1 performance increases with age across grades 1–4, with significant differences between adjacent age groups on total score - PSP-1 performance increases with age across grades 1–4, with significant differences between adjacent age groups on total score
• Psycho Analyst, a GPT-4-based model enhanced with DSM-5 and PHQ-8 guidelines, achieved F1 and Macro-F1 scores of 0.929 and 0.949 on the DAIC-WOZ dataset - Psycho Analyst, a GPT-4-based model enhanced with DSM-5 and PHQ-8 guidelines, achieved F1 and Macro-F1 scores of 0.929 and 0.949 on the DAIC-WOZ dataset
• Psycho-educational interventions embedded in routine diabetes care show small-to-moderate improvements in diabetes-specific distress and depressive symptoms, with variable glycaemic effects - Psycho-educational interventions embedded in routine diabetes care show small-to-moderate improvements in diabetes-specific distress and depressive symptoms, with variable glycaemic effects
• Psycho-motor capacity as measured by the form board increases at every age from two to seventeen - Psycho-motor capacity as measured by the form board increases at every age from two to seventeen
• Psycho-motor capacity varies with grade of intelligence, with epileptic children responding most slowly - Psycho-motor capacity varies with grade of intelligence, with epileptic children responding most slowly
• Psychological availability mediates the positive pathway from teacher–AI collaboration to work engagement - Psychological availability mediates the positive pathway from teacher–AI collaboration to work engagement
• Psychological barriers, including imposter syndrome and feelings of not belonging, hinder first-generation chemists' visibility and opportunity-seeking - Psychological barriers, including imposter syndrome and feelings of not belonging, hinder first-generation chemists' visibility and opportunity-seeking
• Psychological distress shows no significant total or mediated association with suspensions among Black adolescents - Psychological distress shows no significant total or mediated association with suspensions among Black adolescents
• Psychological methods of fatigue measurement afford useful average values and reliable information about the course and effect of fatigue (Offner) - Psychological methods of fatigue measurement afford useful average values and reliable information about the course and effect of fatigue (Offner)
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation - Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation
• Psychological safety is positively associated with negotiation activities (verification, clarification, agreement) in ICT-supported collaborative problem-solving - Psychological safety is positively associated with negotiation activities (verification, clarification, agreement) in ICT-supported collaborative problem-solving
• Psychological studies of children's endowments show schools must set different aims and materials for different classes of children, and have broken up lock-step promotion - Psychological studies of children's endowments show schools must set different aims and materials for different classes of children, and have broken up lock-step promotion
• Psychological well-being of accelerated high-potential participants was above national probability-sample averages at age 50 - Psychological well-being of accelerated high-potential participants was above national probability-sample averages at age 50
• Psychology contributes to educational aims by defining, limiting, and suggesting features of them, and helps measure whether an aim is attainable. - Psychology contributes to educational aims by defining, limiting, and suggesting features of them, and helps measure whether an aim is attainable.
• Psychology has helped develop methods for determining school-system efficiency, including pedagogical retardation statistics and measurement scales - Psychology has helped develop methods for determining school-system efficiency, including pedagogical retardation statistics and measurement scales
• Psychosis, ASD, and ADHD-Inattentive Type independently elevate risk for slow processing speed relative to referred youth without diagnoses - Psychosis, ASD, and ADHD-Inattentive Type independently elevate risk for slow processing speed relative to referred youth without diagnoses
• PsyScore-AES achieves a state-of-the-art average QWK of 0.747 on ASAP++, surpassing the strongest baseline SaMRL-large (0.722) and ranking first on 6 of 8 prompts - PsyScore-AES achieves a state-of-the-art average QWK of 0.747 on ASAP++, surpassing the strongest baseline SaMRL-large (0.722) and ranking first on 6 of 8 prompts
• PTA traits show stronger statistical explanatory power than dialogue-act and Bloom's taxonomy coded baselines on StudyChat - PTA traits show stronger statistical explanatory power than dialogue-act and Bloom's taxonomy coded baselines on StudyChat
• PTA traits significantly predict per-session success in the SWE-Chat developer corpus beyond a prior-outcome baseline - PTA traits significantly predict per-session success in the SWE-Chat developer corpus beyond a prior-outcome baseline
• PTA-derived traits significantly improve explained exam-score variance over a prior-outcome baseline in one semester of StudyChat but not the other - PTA-derived traits significantly improve explained exam-score variance over a prior-outcome baseline in one semester of StudyChat but not the other
• PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions - PTFC and CFC differ on general and future self-efficacy dimensions but not on grade-anxiety, in-class, or assignment dimensions
• Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work - Public capstone ePortfolio showcases gave students an authentic audience and renewed energy and focus for integrative work
• Public Montessori teachers report higher job satisfaction than public school teachers overall - Public Montessori teachers report higher job satisfaction than public school teachers overall
• Public regard decreased linearly over time while reported discrimination dipped at Time 2 and rose again at Time 3 - Public regard decreased linearly over time while reported discrimination dipped at Time 2 and rose again at Time 3
• Public school choice was constrained at the middle and high school levels because many districts have only one middle school and one high school - Public school choice was constrained at the middle and high school levels because many districts have only one middle school and one high school
• Public school students close the achievement gap with Catholic school students to some degree during the school year - Public school students close the achievement gap with Catholic school students to some degree during the school year
• Public school teachers earned about 20% less in weekly wages than nonteacher college graduates in 2019 - Public school teachers earned about 20% less in weekly wages than nonteacher college graduates in 2019
• Public schools in the NAZ Zone identified 25 percent of students as homeless or highly mobile in 2008-2009 - Public schools in the NAZ Zone identified 25 percent of students as homeless or highly mobile in 2008-2009
• Public sentiment toward AI in education on Twitter was predominantly positive (81.65% of tweets) across 2019–2024 - Public sentiment toward AI in education on Twitter was predominantly positive (81.65% of tweets) across 2019–2024
• Public speaking anxiety is associated with poorer judged speech performance only among individuals low in attentional control - Public speaking anxiety is associated with poorer judged speech performance only among individuals low in attentional control
• Public versus private reflection shows mixed results: private journal paragraphs were more often analytic or integrative overall, but a larger share of public blog paragraphs were integrative big-picture writing - Public versus private reflection shows mixed results: private journal paragraphs were more often analytic or integrative overall, but a larger share of public blog paragraphs were integrative big-pict
• Publication bias analyses suggest possible small-sample bias for SCED studies, with trim-and-fill reducing the adjusted mean effect to 1.01 - Publication bias analyses suggest possible small-sample bias for SCED studies, with trim-and-fill reducing the adjusted mean effect to 1.01
• Publication bias analyses suggest the negative correlation is robust but trim-and-fill adjusts it to r = −.227 - Publication bias analyses suggest the negative correlation is robust but trim-and-fill adjusts it to r = −.227
• Publication bias could not be ruled out in the pooled teacher-student SEC estimate, though the association persisted across sensitivity analyses - Publication bias could not be ruled out in the pooled teacher-student SEC estimate, though the association persisted across sensitivity analyses
• Publication bias evidence is mixed: marginal asymmetry for tutees but no missing studies, and no bias for tutors - Publication bias evidence is mixed: marginal asymmetry for tutees but no missing studies, and no bias for tutors
• Publication bias is detected in the cross-sectional data set, and bias-corrected estimates are highly heterogeneous - Publication bias is detected in the cross-sectional data set, and bias-corrected estimates are highly heterogeneous
• Publication bias is evident for Negative Behaviour and Anxiety/Stress across all RCTs and for Mindfulness in active-control RCTs, suggesting overestimation of MBI effects - Publication bias is evident for Negative Behaviour and Anxiety/Stress across all RCTs and for Mindfulness in active-control RCTs, suggesting overestimation of MBI effects
• Publication bias is indicated for the performance-approach and performance-avoidance anxiety effects but not for the depression effects - Publication bias is indicated for the performance-approach and performance-avoidance anxiety effects but not for the depression effects
• Publication bias is minimal in the meta-analytic estimate of the inhibitory control–mathematical ability correlation - Publication bias is minimal in the meta-analytic estimate of the inhibitory control–mathematical ability correlation
• Publication bias is present in the embodied vocabulary learning literature, suggesting pooled effects may overestimate the true benefit - Publication bias is present in the embodied vocabulary learning literature, suggesting pooled effects may overestimate the true benefit
• Publication bias is present to a varying degree, with published studies reporting larger belief and student-behavior effects than unpublished studies - Publication bias is present to a varying degree, with published studies reporting larger belief and student-behavior effects than unpublished studies
• Publication bias is unlikely to explain the consistency of SRL intervention effect sizes - Publication bias is unlikely to explain the consistency of SRL intervention effect sizes
• Publication bias was significant for the overall DT analysis but not for the fluency, flexibility, or originality indicator analyses - Publication bias was significant for the overall DT analysis but not for the fluency, flexibility, or originality indicator analyses
• Publication of embodied learning in language education studies accelerated late in the 2010s, with 85% published 2015–2020 and 46% in 2019–2020 - Publication of embodied learning in language education studies accelerated late in the 2010s, with 85% published 2015–2020 and 46% in 2019–2020
• Publication output on WCF in L2 writing grew over 2014–2024, with a small early phase (2014–2018) and a surge after 2019 peaking in 2023 - Publication output on WCF in L2 writing grew over 2014–2024, with a small early phase (2014–2018) and a surge after 2019 peaking in 2023
• Publication year, publication type, and grade level moderate the strength of job satisfaction–performance associations - Publication year, publication type, and grade level moderate the strength of job satisfaction–performance associations
• Publication-bias adjustment via limit meta-analysis lowers the overall STEM benchmarks to 0.14, 0.32, and 0.59 - Publication-bias adjustment via limit meta-analysis lowers the overall STEM benchmarks to 0.14, 0.32, and 0.59
• Publication-bias adjustments render the ER difficulties–lack of efficacy and adaptive ER–emotional exhaustion effects non-significant - Publication-bias adjustments render the ER difficulties–lack of efficacy and adaptive ER–emotional exhaustion effects non-significant
• Publication-bias assessments substantially reduce the intercept prediction, often indicating no positive transfer when the identified moderators are absent - Publication-bias assessments substantially reduce the intercept prediction, often indicating no positive transfer when the identified moderators are absent
• Publication-bias checks indicate limited risk of publication bias in the extensive reading literature synthesized - Publication-bias checks indicate limited risk of publication bias in the extensive reading literature synthesized
• Publication-bias checks indicate the pooled effect is unlikely to result from publication bias - Publication-bias checks indicate the pooled effect is unlikely to result from publication bias
• Publication-bias evidence differs by subset: significant funnel-plot asymmetry for course-embedded spacing studies but no strong evidence of bias for isolated-material studies. - Publication-bias evidence differs by subset: significant funnel-plot asymmetry for course-embedded spacing studies but no strong evidence of bias for isolated-material studies.
• Publication-bias tests (Egger's test and trim-and-fill) indicate absence of publication bias for the overall effect and moderators - Publication-bias tests (Egger's test and trim-and-fill) indicate absence of publication bias for the overall effect and moderators
• Publication-bias tests found no evidence of substantial publication bias in the meta-analytic sample - Publication-bias tests found no evidence of substantial publication bias in the meta-analytic sample
• Publications on prior knowledge and learning increased strongly from 1980 to 2021, reaching about 600 new publications per year - Publications on prior knowledge and learning increased strongly from 1980 to 2021, reaching about 600 new publications per year
• Publicly funded ECE programs in California served only 33% of eligible children under age 5 in 2015–16, leaving nearly 650,000 eligible children without access - Publicly funded ECE programs in California served only 33% of eligible children under age 5 in 2015–16, leaving nearly 650,000 eligible children without access
• Publicly reported school accountability statistics are not useful for measuring achievement trends over time - Publicly reported school accountability statistics are not useful for measuring achievement trends over time
• Publicly reported statistics based only on active ELs give a biased picture of EL performance because proficient students exit the subgroup - Publicly reported statistics based only on active ELs give a biased picture of EL performance because proficient students exit the subgroup
• Published form-board age norms differ markedly across investigators, yielding discrepant diagnoses - Published form-board age norms differ markedly across investigators, yielding discrepant diagnoses
• Published knowledge test Alphas show distributional bias with underrepresentation of low Alphas - Published knowledge test Alphas show distributional bias with underrepresentation of low Alphas
• Published policy statements and expert advice universally recommend STEM PLCs, with cautions against superficial definition and implementation - Published policy statements and expert advice universally recommend STEM PLCs, with cautions against superficial definition and implementation
• Published studies of simulation games report substantially larger effects than unpublished studies, indicating publication bias - Published studies of simulation games report substantially larger effects than unpublished studies, indicating publication bias
• Punishment for unfair play depends on perceived agency and responsibility, not only on monetary outcome - Punishment for unfair play depends on perceived agency and responsibility, not only on monetary outcome
• Pupils characteristically 'Bright' or 'Slow' in the early elementary grades remained in the same category in high school, in both graduate and non-graduate groups - Pupils characteristically 'Bright' or 'Slow' in the early elementary grades remained in the same category in high school, in both graduate and non-graduate groups
• Pupils designated accelerated by their teachers, or selected by age-grade criteria, score above grade standards on the alertness tests - Pupils designated accelerated by their teachers, or selected by age-grade criteria, score above grade standards on the alertness tests
• Pupils designated retarded by their teachers score below grade-and-sex standards on the alertness tests - Pupils designated retarded by their teachers score below grade-and-sex standards on the alertness tests
• Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions - Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions
• Pupils of the same grade show enormous individual differences in initial adding ability and in gain from equal practice - Pupils of the same grade show enormous individual differences in initial adding ability and in gain from equal practice
• Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims - Pupils often neglected the caption box although they were aware of it, displaying a divergent orientation to the teacher's aims
• Purely mechanical drills are of limited use because they do not train learners to conceptualize a meaning and express it linguistically - Purely mechanical drills are of limited use because they do not train learners to conceptualize a meaning and express it linguistically
• Purely peer groups working purposefully out-of-reach problems did not fully succeed but still made significant progress, internalizable by individual members - Purely peer groups working purposefully out-of-reach problems did not fully succeed but still made significant progress, internalizable by individual members
• Purpose in learning increases engagement, self-regulation, and academic performance - Purpose in learning increases engagement, self-regulation, and academic performance
• Purpose-built AI chatbot coaching is generally well received and supports short-term motivation and selected behavior change, but effects on sustained, meaningful outcomes are inconsistent - Purpose-built AI chatbot coaching is generally well received and supports short-term motivation and selected behavior change, but effects on sustained, meaningful outcomes are inconsistent
• Purpose-built AI chatbots show generally promising short-term improvements in physical activity and dietary behaviors - Purpose-built AI chatbots show generally promising short-term improvements in physical activity and dietary behaviors
• Purpose-built chatbot effects on educational performance are mixed, with some studies showing no benefits or worse outcomes than comparison conditions - Purpose-built chatbot effects on educational performance are mixed, with some studies showing no benefits or worse outcomes than comparison conditions
• Purpose-trained single-pass generation completes a slide in a median of 17 seconds and an interactive page in 59 seconds over 220k production requests, and delivers artifacts at 15–22× lower per-artifact API cost than flagship models - Purpose-trained single-pass generation completes a slide in a median of 17 seconds and an interactive page in 59 seconds over 220k production requests, and delivers artifacts at 15–22× lower per-artif
• Purposeful school partnerships, particularly among two or more schools located in the same building, spurred collaboration when leaders were invested in all students in the building - Purposeful school partnerships, particularly among two or more schools located in the same building, spurred collaboration when leaders were invested in all students in the building
• Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching - Purposely teaching for higher order thinking skills enhances high school students' critical thinking compared with traditional teaching
• Pursuing unrealistic goals can lead to discouragement and frustration, so goals should balance rigor with realism - Pursuing unrealistic goals can lead to discouragement and frustration, so goals should balance rigor with realism
• Pushing for comprehensible output drives understanding and assimilation of comprehensible input - Pushing for comprehensible output drives understanding and assimilation of comprehensible input