2026 October - 41 articles
Developing flexible thinking, generating alternative solution strategies, and producing original ideas are increasingly emphasized in mathematics education. This study examines the relationships among preservice elementary mathematics teachers’ probl...
The rapid advancement of generative artificial intelligence (AI) is transforming human cognitive activities and creating a growing need to preserve cognitive autonomy in human–AI interactions. Although recent research has examined metacognition...
Although acute aerobic exercise selectively influences specific subcomponents of working memory, whether such benefits transfer to a subsequent cognitive task engaging a different domain remains unclear. Forty-seven participants completed, in randomi...
Intelligent performance depends on how cognitive ability is deployed, and its deployment is regulated by metacognitive and affective processes. This theoretical article concerns regulated deployment, on which the gap between maximal and typical perfo...
Generative AI requires students not only to adopt technology but also to engage critically, behaviorally, cognitively, and emotionally with its outputs. This study develops and tests the AI Engagement ABC+ Model, a domain-specific adaptation of the a...
Executive functions may contribute differently to early literacy, but it remains unclear whether their component-specific associations differ with respect to children’s existing reading knowledge and subsequent growth. This question is particul...
Emerging technologies are increasingly used to support intercultural learning, yet evidence on the distinct effects of artificial intelligence (AI), augmented reality (AR), and virtual reality (VR) remains limited. This systematic review and three-le...
Digital assessments record item-visit durations and revisiting. These traces can reveal responses to task difficulty, but achievement associations do not establish stable person-level measures. We linked digitalPIRLS 2021 process, response, and achie...
Self-efficacy is task-referenced, yet it is often treated as a single subject-level belief. Drawing on the specificity and correspondence principles of self-efficacy theory, this study asks whether learning experiences that more closely match a judge...
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Using adaptive intelligence as a theoretical lens, the study investigates how L2 motivational selves are associated with AI-IDLE engagement through psychological capital (PsyCap) and L2 grit and whether these indirect associations vary with AI litera...
Emotional word processing is shaped by lexical meaning and concurrent perceptual context. This study investigated when red and green color cues and symbolic upward and downward direction cues modulate the processing of positive and negative Chinese e...
The development of generative artificial intelligence (GenAI) is expanding AI-mediated informal digital learning of English (AI-IDLE) from predominantly receptive and conversational activities to cognitively demanding productive tasks such as academi...
Progress on the intelligence–personality interface increasingly depends on studying the processes through which the two combine. One such process is whether intelligence buffers or amplifies personality expression under stress. Applied research...
This study aimed to synthesize quantitative and qualitative evidence regarding the use of Geographic Information Systems (GIS) in social studies education through a mixed-methods meta-analysis that combines meta-analysis and meta-thematic analysis. A...
Artificial intelligence (AI) is increasingly present in children’s lives, yet exposure does not necessarily lead to an accurate understanding of how AI works. This study examined whether a LEGO-based integrated STEM intervention could improve t...
This study is the first to combine a strategy perspective with a typological approach to emotions to determine how disgust and fear influence arithmetic performance in children and adolescents. In Experiment 1, 10–11-year-old (N = 32) and 14&nd...
Generative artificial intelligence (GenAI) allows university teachers to delegate cognitive work while deciding how students should engage with it. Using codebook thematic analysis, we examined multi-source accounts from 25 teachers recruited through...
Executive functions (EFs) are well-established predictors of early mathematical development, yet whether distinct components contribute differentially to specific numerical precursors during the preschool years remains unclear. The present study exam...
Digital problem-solving assessments provide process data that can reveal how students behave beyond final achievement. Previous research has shown substantial individual differences in problem-solving behavior. Academic resilience commonly refers to...
Large-scale surveys often use cognitive test total scores to describe group differences, but the construct meaning of such scores depends on task content, administration, language experience, and opportunities to learn. The China Family Panel Studies...
University students differ in how they approach unfamiliar information, yet learning-style labels provide a weak basis for matching instruction to individuals. This study examined learning preference profiles and visual narratives in higher education...
Human achievement, whether in culture, science, or technology, is unparalleled in the known existence. This achievement is tied to the enormous communities of knowledge, made possible by language. We trace how the principle ‘᾿Eν ἀ...
As generative AI systems become more socially responsive, personalized, and perspective-aware, a central question is whether such features improve human–AI decision quality or simply make AI advice more influential. This study introduces the So...
Generative artificial intelligence can enhance the quality and visibility of advanced learners’ work while making it harder to determine what the resulting performance reveals about their independent competence. This theoretical paper develops...
Social robots are increasingly being integrated into school and home settings to support children’s development. However, their effectiveness in fostering children’s social and emotional learning (SEL) remains insufficiently understood. T...
Understanding how professional experience shapes cognitive and neural resource allocation across different task demands is important for elucidating expert decision-making. This study examines whether professional experience influences behavioral per...
Recent advances in language models have revealed emerging capabilities in generating novel associations and exploring conceptual spaces, which are central processes underlying divergent creativity. However, as language models continue to scale up, a...
Jean Piaget developed the water level tasks (WLTs) to investigate emerging Euclidean spatial concepts of horizontality invariance in children, expecting universal mastery by about age nine. However, it has been shown that even adults have difficultie...
Attention plays a central role in intellectual development and social interaction. Attention may differ between deaf and hearing youth, but it remains unclear whether such differences reflect hearing status, language experience, age-related factors,...
Generative artificial intelligence (GenAI) literacy, encompassing the knowledge, skills, and attitudes for effective use, is becoming essential in education. However, its distinct associations with exploitative versus exploratory innovation and the r...
The Emotional Accuracy Test (EAT) assesses performance-based emotional understanding by comparing perceivers’ ratings with targets’ multidimensional self-reports. Prior research supports its convergent and construct validity; the present...
Artificial intelligence (AI) is becoming increasingly integrated into people’s self-concepts, yet a psychometrically robust multi-item pictorial instrument for assessing the inclusion of AI in self (IAIS) is lacking. Drawing on self-expansion t...
Views of cognitive aging refer to how people think and believe about age-related cognitive changes with aging, including whether they perceive these age-related cognitive changes as fixed (essentialism of cognitive aging) or as potentially malleable...
Math anxiety is robustly linked to lower success rates in mathematical tasks, yet its relation to metacognitive aspects, such as confidence and overconfidence, remains less well understood. Moreover, prior research often used tasks in which numerical...
Metacognition has informed research on second and foreign language (L2) learning for three decades, while AI tools have supported such learning for nearly as long. Yet, no review has examined how the field conceptualises and measures metacognition un...
In developmental research, it is assumed that development is ergodic, i.e., differences between children reveal how individuals change over time. Across four longitudinal studies, we examined ergodicity across cognitive systems—including attent...
When people read a spatial description, their eyes move through empty space as if the described scene were present, a signature of imagery-driven attention documented by Spivey and Geng. Language models have no eyes, but they are routinely credited w...
Critical thinking is an essential competency in higher education, particularly in contexts characterized by complexity, uncertainty, information overload, and technological transformation. However, various models explain critical thinking primarily f...
Generative artificial intelligence (GenAI) accelerates programming, but its educational value depends on whether students check generated code before accepting it. This concurrent mixed-methods study examined which beliefs accompany such checking amo...
This study examined the formation and regulation of cognitive dissonance among 30 undergraduates majoring in English, Chinese, Japanese, Thai, and Vietnamese through semi-structured interviews and grounded theory analysis. The findings identified Cog...
