Pith. sign in

REVIEW 4 major objections 6 minor 144 references

Emergent Learner Agency in Implicit Human-AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction

T0 review · 4 major / 6 minor · reviewed 2026-08-03 · deepseek-v4-flash

Challenge this review Re-run · record.json Download PDF Read on arXiv ↗

Pith's one-line read AI teammates with scripted personas reshape how small groups talk and feel, even when no one knows the AI is there, while leaving creative output unchanged.

desk verdict Solid experiment, shaky inference: the affective results hold up, but the discourse analyses can't separate what the AI did from what the learners actually did. read the letter →

arxiv 2512.18239 v3 pith:QIAZ5NWQ submitted 2025-12-20 cs.HC

Yueqiao Jin , Roberto Martinez-Maldonado , Dragan Gašević , Xibin Han , Lixiang Yan This is my paper · ORCID
classification cs.HC
keywords human-AIcollaborationlearneragencyAIpersonaimplicitcollaborativecreativitypsychologicalsafetytransitionnetworkanalysissequentialpatternmining
verification ladder T0 review T1 audit T2 compute T3 formal

The pith

A machine-rendered reading of the paper's core claim, the machinery that carries it, and where it could break.

The reading

This paper claims that an AI teammate with a scripted persona can change the course of a small group's creative work without anyone knowing the AI is present. In a randomized experiment, 224 students in 97 triads wrote movie plots in text chat with either two humans, two humans plus a supportive AI, or two humans plus a contrarian AI. Discourse coding and network/sequence analyses showed the contrarian persona pulled conversation toward challenge and reflection, while the supportive persona produced agreement-centred convergence. The same contrarian condition lowered teamwork satisfaction and psychological safety and did not improve creative performance. The paper argues this reveals a design tension: cognitive friction can be created artificially, but it carries affective costs that do not buy better output.

What carries the argument

The paper's central instrument is a seven-code creative-regulatory framework (Idea, Elaboration, Challenge, Agreement, Integration, Reflection, Off-task) applied to every chat utterance; transitions among these codes are modeled as weighted directed networks (transition network analysis), recurring multi-step sequences are mined and checked against five theory-defined motifs such as Productive Friction (Idea→Challenge→Integration) and Safe Convergence (Idea→Agreement→Integration), and speaker-level code proportions are clustered with Gaussian mixture models. This combination lets the authors read agency as structure (who connects to what), time (which sequences recur), and role (which profil

What would settle it

Re-analyze the chat logs with all AI utterances removed, recomputing transition networks, motif frequencies, and cluster membership for humans only. If the Contrarian and Supportive conditions no longer differ from each other or from Control on these human-only measures, the claim that AI personas reshape learner agency is falsified.

Watch

Extended reading notes

Core claim

Persona-driven AI operating invisibly acts as a regulatory attractor: it reweights which conversational moves become likely next steps, creating distinct structural and temporal pathways. Contrarian AI produced substantially stronger transitions into Challenge from nearly every other state, sustained Challenge persistence, and stronger pathways into Reflection, together with a Challenge→Elaboration→Integration motif that appeared only in contrarian teams. Supportive AI stabilized Idea and Agreement trajectories, including a dominant Idea→Agreement→Integration motif. Clustering showed AI agents concentrated in challenger-oriented profiles, while the reflective-regulator profile contained only

Load-bearing premise

The load-bearing premise is that the measured differences in transition networks, motifs, and clusters represent a change in learners' emergent agency, even though AI and human utterances are pooled; if those differences mostly reflect the AI's own scripted messages rather than shifts in human behavior, the central interpretation collapses.

Editorial extensions

If this is right

  • If an AI participates without disclosure, its persona can steer discussion regardless of learners' awareness, so 'invisible' AI is still an active governance force in collaboration.
  • Contrarian personas can institutionalize critique and reflection as routine discourse, but in a single short session this does not translate into measurable creative gains.
  • Affective climate is driven more by the overall persona tone than by individual discourse profiles: psychological safety fell in contrarian teams even though no specific agency cluster accounted for the drop.
  • Supportive personas can keep ideation flowing and build cohesion, but they may reduce critical engagement and did not raise psychological safety beyond the human-only baseline.
  • Educational designs should treat challenge as bounded friction: introduce it late or sparingly, pair it with integrative prompts, and add repair moves to protect the affective climate.

Reading between the lines

Editorial extensions of the paper, not claims the author makes directly.

  • Because the reported transitions and motifs pool AI and human utterances, the cleanest test of 'reshaped learner agency' would be a human-only reanalysis with AI messages removed; this is not reported in the paper, so the agency interpretation remains an inference.
  • If personas are governance knobs, an adaptive AI that starts supportive and introduces bounded challenge later may preserve safety while still getting critical engagement; that is directly testable in a follow-up experiment.
  • The absence of creative gains may reflect the 10-minute task; longer or multi-session collaboration could reveal whether friction converts to better output or whether the affective cost compounds over time.
  • The uniquely human reflective-regulator cluster suggests a useful division of labor: AI can supply dissent, but meta-level monitoring may remain a human function, and future agents that prompt reflection rather than perform it might better protect learner agency.
Share X Bluesky LinkedIn Reddit HN

Editorial analysis

A structured set of objections, weighed in public.

Desk editor's note, referee report, and a circularity audit.

Referee Report

4 major / 6 minor

Summary. This paper reports a randomized online experiment (N=224, 97 triads) comparing human-only, supportive-AI, and contrarian-AI teams on a collaborative movie-plot task. AI teammates were undisclosed. The authors code discourse into seven creative-regulatory categories and use transition network analysis (TNA), sequential pattern mining (SPM), and Gaussian mixture models (GMM) to characterize transition networks, sequential motifs, and speaker profiles. They link these to post-task questionnaires and a creativity-change score. Main findings: contrarian AI yields more challenge- and reflection-rich discourse and motifs, supportive AI yields agreement-centred trajectories; AI agents concentrate in challenger profiles and reflective regulation is uniquely human; contrarian AI reduces teamwork satisfaction and psychological safety, with no effects on cognitive load or creative performance.

Significance. If supported, the paper would make a valuable contribution by showing that persona-driven AI can systematically restructure collaborative discourse even when participants are unaware of AI presence. The randomized design, validated coding (κ = .94), implicit-AI manipulation with a low detection check, and the robustness of the affective outcome regressions are strengths. However, the discourse-level evidence for 'reshaped learner agency' is undermined by pooling AI and human utterances, so the significance depends on a reanalysis.

major comments (4)
  1. [§3.6–3.8, §4.1–4.3, §5.1] The load-bearing claim of RQ1–RQ3 is that personas 'reweight what becomes easy, likely, and legitimate to do next' (§5.1) and thereby reshape learner agency. However, all transition networks, sequential motifs, and cluster features are computed on pooled human+AI utterances: §3.6 states 'All utterances from humans and AI were included'; §3.8 aggregates 'all coded utterances from both human and AI speakers.' Since the persona prompts (Appendix B) explicitly instruct the contrarian agent to 'challenge or dismiss suggestions' and the supportive agent to 'affirm... invite input,' the observed condition contrasts are exactly what the scripted AI would produce by itself. No human-only transition matrices, human-only motif prevalences, or tests of human cluster-membership differences across conditions are reported. The conclusion that AI personas reshaped human agency therefore conflates the AI
  2. [§3.6, §4.1] TNA permutes 'every network feature' without any described correction for multiple comparisons. The number of tested edges and centrality measures is large, and several reported contrasts are modest (e.g., p = .022, .037, .039). These could disappear under FDR or family-wise control. Please report the total number of tests, the correction procedure, and adjusted p-values, or justify why correction is unnecessary.
  3. [§3.8, §4.3] The GMM solution has silhouette = 0.035, indicating essentially no separation, and several clusters are extremely small (n = 7, n = 5, n = 8). The assertions that AI agents concentrate in 'Hard Challenger' and that 'Reflective Regulator' is 'uniquely human' rest on tiny, poorly separated groups. Given that AI features are determined by the persona prompts, the profile asymmetry is also by construction. I recommend reporting cluster stability (e.g., bootstrap resampling) and, at minimum, the human-only cluster distributions across conditions.
  4. [§3.7, §4.2] The manuscript states that Fisher exact tests for motifs were corrected using Holm-Bonferroni, but §4.2 reports raw p-values without indicating adjusted values. For Productive Friction the reported p = .045 and p = .023 would likely not survive correction across five motifs and three pairwise comparisons; Reflective Cycle is non-significant. The motif-level claims should be based on adjusted p-values and confidence intervals.
minor comments (6)
  1. [Title page (keywords)] The keywords list 'Moral reasoning; Moral foundations', which appear unrelated to the manuscript. These should be removed or replaced with relevant terms (e.g., AI persona, collaborative creativity, learner agency).
  2. [Appendix B] The typo 'RE.S.PONSE' appears multiple times in both persona prompts. Correct to 'RESPONSE'.
  3. [Table 3 / §4.2] The fourth motif is labeled 'Challenge Integration' and described as Challenge→Elaboration→Integration, but §4.2 refers to an 'Elaboration Agreement' motif as Elaboration→Agreement→Integration. Labels should be consistent and match the table.
  4. [§4.2] Motif prevalences are reported as percentages with odds ratios relative to the Contrarian condition (e.g., Control OR = 0.25). Clarify the reference category in the text and figure to avoid reader confusion about the direction of effects.
  5. [§3.3] The AI model is described as 'GPT-5-based' but no version, temperature, or API parameters are given. Provide model version and key configuration parameters for reproducibility.
  6. [References] In §2.5 the citation 'Council, 2012' is used, but the reference list entries use 'N. R. Council' and 'Council, N. R.' — standardize the citation name.

Circularity Check

1 steps flagged · score 1.0 of 10

Minor by-construction element in AI cluster profiles; central experimental claims are not circular.

  1. self definitional [Section 3.8 (Clustering Analysis) / Section 4.3 (Emergent Agency Profiles); Appendix B (Contrarian Persona prompt)]
    "Because AI agents (n= 67) participated under experimentally defined personas (supportive or contrarian), we additionally computed the proportion of AI agents in each cluster to evaluate whether persona manipulations generated distinct behavioural signatures in clustering space."

    The Hard Challenger cluster is characterized by the highest proportion of Challenge moves (44.6%), and the contrarian persona was explicitly instructed to 'Respond critically, challenge or dismiss suggestions' and to 'Show skepticism.' Because AI utterances are included in the clustering feature vectors, the later claim that AI agents are 'highly concentrated in challenger-oriented profiles' is substantially guaranteed by the prompt rather than an emergent property of human-AI interaction. The paper transparently labels this as a manipulation check, so this is only partial, acknowledged circularity and is not load-bearing for the independent human-only affective outcome analyses.

full rationale

This is an empirical randomized experiment rather than a derivation, so most of the claimed effects (transition-network contrasts, sequential-motif prevalence, satisfaction/safety regressions) are direct comparisons under an intervention and are not circular. No fitted parameter is re-labeled as a prediction; no uniqueness theorem is imported from the authors' prior work; self-citations are background and not load-bearing. The only by-construction element is in RQ3: because the contrarian prompt instructs the AI to challenge, the GMM result that AI agents concentrate in the Hard Challenger cluster partly restates the manipulation. The paper discloses this as a check of persona behavioral signatures, and the main 'learner agency' interpretation would be strengthened by human-only analyses, but that is a construct-validity limitation rather than a circular derivation. Hence the low score.

Assumptions & free parameters 5 free parameters · 5 assumptions · 0 invented entities

This is an empirical study, so the ledger lists hand-specified design choices and domain assumptions rather than fitted equations. The main free parameters are thresholds, motif definitions, scheduling rules, and prompt constraints. The axioms are the unstated premises about the validity of the coding, the AI's behavioral fidelity, and the outcome measures.

free parameters (5)
  • Theory-defined motif sequences = Productive Friction; Safe Convergence; Reflective Cycle; Challenge Integration; Idea Elaboration (Table 3)
    Hand-specified a priori; RQ2 results consist of frequencies of these exact sequences.
  • SPM support/length thresholds = minimum support=10% of groups; pattern length ≥3
    Hand-selected thresholds determine which patterns are mined; no sensitivity analysis.
  • GMM cluster count = k=6 (BIC = -3280.11; silhouette = 0.035)
    Selected by BIC, but low silhouette indicates clusters are weakly separated; subsequent profile claims depend on this choice.
  • AI scheduling parameters = scan ~25s ±25%, post probability 50%, max 3 consecutive turns
    Hand-chosen to mimic human timing; affects the amount and distribution of AI contributions.
  • Persona prompt constraints = e.g., 30% minor errors, >60% first-person pronouns, 1-20 word responses, challenge or affirm as per persona
    Enforce stylistic differences between supportive and contrarian conditions, influencing all downstream discourse measures.
assumptions (5)
  • domain assumption The creative-regulatory coding framework (Table 1) is a valid operationalization of epistemic and regulatory agency.
    Grounded in prior literature (Section 3.4), but no validation against intention or longer-term autonomy; the paper acknowledges partial operationalization.
  • domain assumption Coders' judgments are unbiased, i.e., they cannot systematically detect AI-generated messages and let that influence coding.
    Inter-rater reliability is high (κ=.94), but the paper does not state that coders were blinded to condition or to AI authorship; persona styles are distinctive (Appendix B).
  • domain assumption GPT-5-based models, when prompted as in Appendix B, produce the intended persona behaviors and never reveal their identity.
    Pilot human-likeness M=5.43/7 with N=15; detection rates 25.5%/31.6% in the main study, meaning a substantial minority suspected AI, yet no adjustment is made.
  • domain assumption DSI (Divergent Semantic Integration) change scores validly measure individual creative performance for this specific movie-plot task.
    DSI is validated in prior literature (Johnson et al., 2023) but not specifically for this task context; used as the creativity outcome.
  • standard math Single-level OLS with HC3 standard errors is valid despite triadic nesting.
    Authors report ICC≈0 and singular covariance in multilevel models; clustered SE robustness checks yielded identical results (Section 3.9).

how reviews work

0 comments
Cite this review

Pith. "Pith review of Emergent Learner Agency in Implicit Human-AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction." pith.science (2026). https://pith.science/paper/QIAZ5NWQ

@misc{pith2026251218239,
  author       = {Pith},
  title        = {Pith review of: Emergent Learner Agency in Implicit Human-AI Collaboration: How Supportive and Contrarian AI Personas Reshape Interaction},
  year         = {2026},
  howpublished = {\url{https://pith.science/paper/QIAZ5NWQ}},
  note         = {Machine review of arXiv:2512.18239}
}
read the original abstract

As agentic artificial intelligence (AI) systems move beyond tool-like support toward more autonomous, team-like roles, a central question concerns the extent to which such systems can meaningfully participate in collaborative learning. Emerging work suggests that agentic AI may adopt distinct interactional personas, such as supportive or contrarian roles, yet little is known about how these personas shape learner agency and group dynamics when AI operates as an undisclosed teammate. This study investigates how supportive and contrarian AI personas influence emergent learner agency, discourse patterns, and experiential outcomes in implicit human-AI creative collaboration. A total of 224 university students were randomly assigned to 97 online triads in human-only, supportive-AI, or contrarian-AI conditions. Teams completed an individual-group-individual creative movie-plot task via a 10-minute text chat. Discourse was coded using a creative-regulatory framework and analysed via transition network analysis, sequential pattern mining, and Gaussian mixture clustering to characterise emergent agency patterns. These patterns were linked to cognitive load, psychological safety, teamwork satisfaction, and creative performance. The findings revealed that contrarian AI produced challenge- and reflection-rich discourse indicative of productive friction, whereas supportive AI promoted agreement-centred trajectories. However, while contrarian personas stimulated critical engagement, they reduced teamwork satisfaction and psychological safety without yielding corresponding gains in creative performance. Educational designs need to balance epistemic challenge with the preservation of the affective climate to ensure that hybrid collaboration supports rather than undermines the learner experience.

Discussion (0). Continue with ORCID to comment.

Reference graph

Works this paper leans on

144 extracted references · 5 canonical work pages

  1. [1]

    , Echeverria, V

    alfredo_human-centred_2024 APACrefauthors Alfredo, R. , Echeverria, V. , Jin, Y. , Yan, L. , Swiecki, Z. , Gašević, D. \ Martinez-Maldonado, R. APACrefauthors \ 2024 . Human-centred learning analytics and AI in education: A systematic literature review Human-centred learning analytics and AI in education: A systematic literature review . Computers and Edu...

    2024

  2. [2]

    , Lo, C K

    bai_enhancing_2024 APACrefauthors Bai, S. , Lo, C K. \ Yang, C. APACrefauthors \ 2024 10 . Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional model-informed artificial intelligence chatbot and a human teacher Enhancing instructional design learning: a comparative study of scaffolding by a 5E instructional mod...

    arXiv 2024

  3. [3]

    APACrefauthors \ 2009

    baker_argumentative_2009 APACrefauthors Baker, M. APACrefauthors \ 2009 . Argumentative interactions and the social construction of knowledge Argumentative interactions and the social construction of knowledge . Argumentation and education: Theoretical foundations and practices Argumentation and education: Theoretical foundations and practices \ ( \ 127--...

    2009

  4. [4]

    , Creech, A

    barrett2021creative APACrefauthors Barrett, M S. , Creech, A. \ Zhukov, K. APACrefauthors \ 2021 . Creative collaboration and collaborative creativity: A systematic literature review Creative collaboration and collaborative creativity: A systematic literature review . Frontiers in Psychology 12 713445

    2021

  5. [5]

    APACrefauthors \ 2003

    barron_when_2003 APACrefauthors Barron, B. APACrefauthors \ 2003 . When smart groups fail When smart groups fail . The journal of the learning sciences 12 3 307--359 . Publisher: Taylor & Francis

    2003

  6. [6]

    , Ciccolella, C O

    belkina2019automated APACrefauthors Belkina, A C. , Ciccolella, C O. , Anno, R. , Halpert, R. , Spidlen, J. \ Snyder-Cappione, J E. APACrefauthors \ 2019 . Automated optimized parameters for T-distributed stochastic neighbor embedding improve visualization and analysis of large datasets Automated optimized parameters for t-distributed stochastic neighbor ...

    2019

  7. [7]

    , Richters, C

    brandl_can_2025 APACrefauthors Brandl, L. , Richters, C. , Kolb, N. \ Stadler, M. APACrefauthors \ 2025 . Can Generative Artificial Intelligence Ever Be a True Collaborator ? Rethinking the Nature of Collaborative Problem - Solving . Can Generative Artificial Intelligence Ever Be a True Collaborator ? Rethinking the Nature of Collaborative Problem - Solvi...

    2025

  8. [8]

    APACrefauthors \ 2001

    chan_peer_2001 APACrefauthors Chan, C K. APACrefauthors \ 2001 . Peer collaboration and discourse patterns in learning from incompatible information Peer collaboration and discourse patterns in learning from incompatible information . Instructional science 29 6 443--479 . Publisher: Springer

    2001

Show all 144 references
  1. [9]

    , Zou, D

    chen_two_2022 APACrefauthors Chen, X. , Zou, D. , Xie, H. , Cheng, G. \ Liu, C. APACrefauthors \ 2022 . Two decades of artificial intelligence in education Two decades of artificial intelligence in education . Educational Technology & Society 25 1 28--47 . Publisher: JSTOR

    2022

  2. [10]

    APACrefauthors \ 2012

    council_education_2012 APACrefauthors Council, N R. APACrefauthors \ 2012 . Education for Life and Work : Developing Transferable Knowledge and Skills in the 21st Century Education for Life and Work : Developing Transferable Knowledge and Skills in the 21st Century \ (J W. Pel...

    2012 doi

  3. [11]

    APACrefauthors \ 2008

    craft2008studying APACrefauthors Craft, A. APACrefauthors \ 2008 . Studying collaborative creativity: Implications for education Studying collaborative creativity: Implications for education . Thinking skills and creativity 3 3 241--245

    2008

  4. [12]

    APACrefauthors \ 2025

    cukurova_interplay_2025 APACrefauthors Cukurova, M. APACrefauthors \ 2025 . The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence The interplay of learning, analytics and artificial intelligence in education: A vision f...

    2025

  5. [13]

    , Khosravi, H

    darvishi_impact_2024 APACrefauthors Darvishi, A. , Khosravi, H. , Sadiq, S. , Gašević, D. \ Siemens, G. APACrefauthors \ 2024 . Impact of AI assistance on student agency Impact of AI assistance on student agency . Computers & Education 210 104967 . Publisher: Elsevier

    2024

  6. [14]

    \ Lubart, T I

    de2019scientific APACrefauthors de Vries, H B. \ Lubart, T I. APACrefauthors \ 2019 . Scientific creativity: divergent and convergent thinking and the impact of culture Scientific creativity: divergent and convergent thinking and the impact of culture . The Journal of Creative...

    2019

  7. [15]

    APACrefauthors \ 1999

    dillenbourg_what_1999 APACrefauthors Dillenbourg, P. APACrefauthors \ 1999 . What do you mean by collaborative learning? What do you mean by collaborative learning? Collaborative-learning: Cognitive and computational approaches. 1--19 . Publisher: Oxford: Elsevier

    1999

  8. [16]

    APACrefauthors \ 1999

    edmondson1999psychological APACrefauthors Edmondson, A. APACrefauthors \ 1999 . Psychological safety and learning behavior in work teams Psychological safety and learning behavior in work teams . Administrative science quarterly 44 2 350--383

    1999

  9. [17]

    , Noroozi, O

    farrokhnia_improving_2025 APACrefauthors Farrokhnia, M. , Noroozi, O. , Baggen, Y. , Biemans, H. \ Weinberger, A. APACrefauthors \ 2025 04 . Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness Improving hybrid brains...

    2025

  10. [18]

    , Kollar, I

    fischer2013toward APACrefauthors Fischer, F. , Kollar, I. , Stegmann, K. \ Wecker, C. APACrefauthors \ 2013 . Toward a script theory of guidance in computer-supported collaborative learning Toward a script theory of guidance in computer-supported collaborative learning . Educa...

    2013

  11. [19]

    , Azevedo, R

    giannakos_promise_2025 APACrefauthors Giannakos, M. , Azevedo, R. , Brusilovsky, P. , Cukurova, M. , Dimitriadis, Y. , Hernandez-Leo, D. Rienties, B. APACrefauthors \ 2025 . The promise and challenges of generative AI in education The promise and challenges of generative AI in...

    2025

  12. [20]

    , Fiore, S M

    graesser_advancing_2018 APACrefauthors Graesser, A C. , Fiore, S M. , Greiff, S. , Andrews-Todd, J. , Foltz, P W. \ Hesse, F W. APACrefauthors \ 2018 . Advancing the science of collaborative problem solving Advancing the science of collaborative problem solving . Psychological...

    2018

  13. [21]

    , Wang, X F

    guan2024creating APACrefauthors Guan, J Q. , Wang, X F. , Wang, W Z. , Zhu, J. \ Hwang, G J. APACrefauthors \ 2024 . Creating in the metaverse: An SSRL-based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behav...

    2024

  14. [22]

    a rvel \

    hadwin2017self APACrefauthors Hadwin, A. , J \"a rvel \"a , S. \ Miller, M. APACrefauthors \ 2017 . Self-regulation, co-regulation, and shared regulation in collaborative learning environments Self-regulation, co-regulation, and shared regulation in collaborative learning envi...

    2017

  15. [23]

    , Pei, J

    han2001prefixspan APACrefauthors Han, J. , Pei, J. , Mortazavi-Asl, B. , Pinto, H. , Chen, Q. , Dayal, U. \ Hsu, M. APACrefauthors \ 2001 . Prefixspan: Mining sequential patterns efficiently by prefix-projected pattern growth Prefixspan: Mining sequential patterns efficiently ...

    2001

  16. [24]

    , Freidank, J

    haupt_consumer_2025 APACrefauthors Haupt, M. , Freidank, J. \ Haas, A. APACrefauthors \ 2025 02 . Consumer responses to human- AI collaboration at organizational frontlines: strategies to escape algorithm aversion in content creation Consumer responses to human- AI collaborati...

    2025 doi

  17. [25]

    , Terrenghi, L

    hilliges2007designing APACrefauthors Hilliges, O. , Terrenghi, L. , Boring, S. , Kim, D. , Richter, H. \ Butz, A. APACrefauthors \ 2007 . Designing for collaborative creative problem solving Designing for collaborative creative problem solving . Proceedings of the 6th ACM SIGC...

    2007

  18. [26]

    \ Marchand, G C

    hilpert2018complex APACrefauthors Hilpert, J C. \ Marchand, G C. APACrefauthors \ 2018 . Complex systems research in educational psychology: Aligning theory and method Complex systems research in educational psychology: Aligning theory and method . Educational Psychologist 53 ...

    2018

  19. [27]

    , Kimmerle, J

    holtz_using_2018 APACrefauthors Holtz, P. , Kimmerle, J. \ Cress, U. APACrefauthors \ 2018 . Using big data techniques for measuring productive friction in mass collaboration online environments Using big data techniques for measuring productive friction in mass collaboration ...

    2018

  20. [28]

    \ Won, A S

    hwang_ideabot_2021 APACrefauthors Hwang, A H C. \ Won, A S. APACrefauthors \ 2021 05 . IdeaBot : Investigating Social Facilitation in Human - Machine Team Creativity IdeaBot : Investigating Social Facilitation in Human - Machine Team Creativity . Proceedings of the 2021 CHI Co...

    2021

  21. [29]

    , Hancock, J T

    jakesch_human_2023 APACrefauthors Jakesch, M. , Hancock, J T. \ Naaman, M. APACrefauthors \ 2023 . Human heuristics for AI -generated language are flawed Human heuristics for AI -generated language are flawed . Proceedings of the National Academy of Sciences 120 11 e2208839120...

    2023

  22. [30]

    a rvel \

    jarvela2023predicting APACrefauthors J \"a rvel \"a , S. , Nguyen, A. , Vuorenmaa, E. , Malmberg, J. \ J \"a rvenoja, H. APACrefauthors \ 2023 . Predicting regulatory activities for socially shared regulation to optimize collaborative learning Predicting regulatory activities ...

    2023

  23. [31]

    \ Hmelo-Silver, C E

    jeong_seven_2016 APACrefauthors Jeong, H. \ Hmelo-Silver, C E. APACrefauthors \ 2016 . Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? Seven affordances of computer-supported collaborative learni...

    2016

  24. [32]

    , Kaufman, J C

    johnson2023divergent APACrefauthors Johnson, D R. , Kaufman, J C. , Baker, B S. , Patterson, J D. , Barbot, B. , Green, A E. others APACrefauthors \ 2023 . Divergent semantic integration (DSI): Extracting creativity from narratives with distributional semantic modeling Diverge...

    2023

  25. [33]

    [ AI peers] are people learning from the same standpoint

    joo_ai_2025 APACrefauthors Joo, S H. \ Ko, E G. APACrefauthors \ 2025 . “[ AI peers] are people learning from the same standpoint”: Perception of AI characters in a Collaborative Science Investigation “[ AI peers] are people learning from the same standpoint”: Perception of AI...

    2025

  26. [34]

    , Nguyen, A

    jarvela_human_2023 APACrefauthors Järvelä, S. , Nguyen, A. \ Hadwin, A. APACrefauthors \ 2023 . Human and artificial intelligence collaboration for socially shared regulation in learning Human and artificial intelligence collaboration for socially shared regulation in learning...

    2023

  27. [35]

    , Calonge, D S

    kamalov_evolution_2025 APACrefauthors Kamalov, F. , Calonge, D S. , Smail, L. , Azizov, D. , Thadani, D R. , Kwong, T. \ Atif, A. APACrefauthors \ 2025 . Evolution of ai in education: Agentic workflows Evolution of ai in education: Agentic workflows . arXiv preprint arXiv:2504.20082

    2025

  28. [36]

    \ Garner, J K

    kaplan2020steps APACrefauthors Kaplan, A. \ Garner, J K. APACrefauthors \ 2020 . Steps for applying the complex dynamical systems approach in educational research: A guide for the perplexed scholar Steps for applying the complex dynamical systems approach in educational resear...

    2020

  29. [37]

    APACrefauthors \ 2006

    kelly_what_2006 APACrefauthors Kelly, P. APACrefauthors \ 2006 . What is teacher learning? A socio-cultural perspective What is teacher learning? A socio-cultural perspective . Oxford review of education 32 4 505--519 . Publisher: Taylor & Francis

    2006

  30. [38]

    , Kim, M

    kim_enhancing_2024 APACrefauthors Kim, J S. , Kim, M. \ Baek, T H. APACrefauthors \ 2024 . Enhancing User Experience With a Generative AI Chatbot Enhancing User Experience With a Generative AI Chatbot . International Journal of Human–Computer Interaction 1--13 . Publisher: Tay...

    2024

  31. [39]

    \ Biswas, G

    kinnebrew2012identifying APACrefauthors Kinnebrew, J S. \ Biswas, G. APACrefauthors \ 2012 . Identifying learning behaviors by contextually mining sequential patterns Identifying learning behaviors by contextually mining sequential patterns . Proceedings of the 5th Internation...

    2012

  32. [40]

    \ L \'a ng, A

    kopcso2017regulated APACrefauthors Kopcs \'o , K. \ L \'a ng, A. APACrefauthors \ 2017 . Regulated divergence: Textual patterns, creativity and cognitive emotion regulation Regulated divergence: Textual patterns, creativity and cognitive emotion regulation . Creativity Researc...

    2017

  33. [41]

    \ Paulus, P B

    korde_alternating_2017 APACrefauthors Korde, R. \ Paulus, P B. APACrefauthors \ 2017 05 . Alternating individual and group idea generation: Finding the elusive synergy Alternating individual and group idea generation: Finding the elusive synergy . Journal of Experimental Socia...

    2017 doi

  34. [42]

    , Laal, M

    laal_21st_2012 APACrefauthors Laal, M. , Laal, M. \ Kermanshahi, Z K. APACrefauthors \ 2012 . 21st century learning; learning in collaboration 21st century learning; learning in collaboration . Procedia-Social and Behavioral Sciences 47 1696--1701 . Publisher: Elsevier

    2012

  35. [43]

    \ Magerko, B

    long_what_2020 APACrefauthors Long, D. \ Magerko, B. APACrefauthors \ 2020 . What is AI literacy? Competencies and design considerations What is AI literacy? Competencies and design considerations . Proceedings of the 2020 CHI conference on human factors in computing systems P...

    2020

  36. [44]

    APACrefauthors \ 2010

    mercer2010analysis APACrefauthors Mercer, N. APACrefauthors \ 2010 . The analysis of classroom talk: Methods and methodologies The analysis of classroom talk: Methods and methodologies . British journal of educational psychology 80 1 1--14

    2010

  37. [45]

    APACrefauthors \ 2022 1

    molenaar_concept_2022 APACrefauthors Molenaar, I. APACrefauthors \ 2022 1 . The concept of hybrid human- AI regulation: Exemplifying how to support young learners’ self-regulated learning The concept of hybrid human- AI regulation: Exemplifying how to support young learners’ s...

    2022

  38. [46]

    APACrefauthors \ 2022 2

    molenaar_towards_2022 APACrefauthors Molenaar, I. APACrefauthors \ 2022 2 . Towards hybrid human- AI learning technologies Towards hybrid human- AI learning technologies . European Journal of Education 57 4 632--645 . Publisher: Wiley Online Library

    2022

  39. [47]

    , Leung, J K L

    ng_conceptualizing_2021 APACrefauthors Ng, D T K. , Leung, J K L. , Chu, S K W. \ Qiao, M S. APACrefauthors \ 2021 . Conceptualizing AI literacy: An exploratory review Conceptualizing AI literacy: An exploratory review . Computers and Education: Artificial Intelligence 2 10004...

    2021

  40. [48]

    , Hong, Y

    nguyen_human-ai_2024 APACrefauthors Nguyen, A. , Hong, Y. , Dang, B. \ Huang, X. APACrefauthors \ 2024 . Human- AI collaboration patterns in AI -assisted academic writing Human- AI collaboration patterns in AI -assisted academic writing . Studies in Higher Education 1--18 . Pu...

    2024

  41. [49]

    , Ngo, H N

    nguyen_ethical_2023 APACrefauthors Nguyen, A. , Ngo, H N. , Hong, Y. , Dang, B. \ Nguyen, B P T. APACrefauthors \ 2023 . Ethical principles for artificial intelligence in education Ethical principles for artificial intelligence in education . Education and information technolo...

    2023

  42. [50]

    , Teasley, S D

    noroozi_facilitating_2013 APACrefauthors Noroozi, O. , Teasley, S D. , Biemans, H J A. , Weinberger, A. \ Mulder, M. APACrefauthors \ 2013 . Facilitating argumentation competence: A transactive discussion script in computer-supported collaborative learning Facilitating argumen...

    2013

  43. [51]

    \ Jiao, P

    ouyang_artificial_2021 APACrefauthors Ouyang, F. \ Jiao, P. APACrefauthors \ 2021 . Artificial intelligence in education: The three paradigms Artificial intelligence in education: The three paradigms . Computers and Education: Artificial Intelligence 2 100020 . Publisher: Elsevier

    2021

  44. [52]

    \ Hakkarainen, K

    paavola2005knowledge APACrefauthors Paavola, S. \ Hakkarainen, K. APACrefauthors \ 2005 . The knowledge creation metaphor: An emergent epistemological approach to learning The knowledge creation metaphor: An emergent epistemological approach to learning . Science & Education 1...

    2005

  45. [53]

    , O'Brien, J

    park_generative_2023 APACrefauthors Park, J S. , O'Brien, J. , Cai, C J. , Morris, M R. , Liang, P. \ Bernstein, M S. APACrefauthors \ 2023 . Generative agents: Interactive simulacra of human behavior Generative agents: Interactive simulacra of human behavior . Proceedings of ...

    2023

  46. [54]

    \ Kushwaha, D S

    patel2020clustering APACrefauthors Patel, E. \ Kushwaha, D S. APACrefauthors \ 2020 . Clustering cloud workloads: K-means vs gaussian mixture model Clustering cloud workloads: K-means vs gaussian mixture model . Procedia computer science 171 158--167

    2020

  47. [55]

    , Kay, J

    perera2009clustering APACrefauthors Perera, D. , Kay, J. , Koprinska, I. , Yacef, K. \ Za \" ane, O R. APACrefauthors \ 2009 . Clustering and sequential pattern mining of online collaborative learning data Clustering and sequential pattern mining of online collaborative learni...

    2009

  48. [56]

    \ Teasley, S D

    roschelle_construction_1995 APACrefauthors Roschelle, J. \ Teasley, S D. APACrefauthors \ 1995 . The construction of shared knowledge in collaborative problem solving The construction of shared knowledge in collaborative problem solving . Computer supported collaborative learn...

    1995

  49. [57]

    , Li, J Z

    rubin_comparing_2025 APACrefauthors Rubin, M. , Li, J Z. , Zimmerman, F. , Ong, D C. , Goldenberg, A. \ Perry, A. APACrefauthors \ 2025 06 . Comparing the value of perceived human versus AI -generated empathy Comparing the value of perceived human versus AI -generated empathy ...

    2025 doi

  50. [58]

    , Horta Ribeiro, M

    salvi_conversational_2025 APACrefauthors Salvi, F. , Horta Ribeiro, M. , Gallotti, R. \ West, R. APACrefauthors \ 2025 08 . On the conversational persuasiveness of GPT -4 On the conversational persuasiveness of GPT -4 . Nature Human Behaviour 9 8 1645--1653 . Publisher: Nature...

    2025 doi

  51. [59]

    , Roumeliotis, K I

    sapkota_ai_2025 APACrefauthors Sapkota, R. , Roumeliotis, K I. \ Karkee, M. APACrefauthors \ 2025 . Ai agents vs. agentic ai: A conceptual taxonomy, applications and challenges Ai agents vs. agentic ai: A conceptual taxonomy, applications and challenges . arXiv preprint arXiv:...

    2025

  52. [60]

    , L\' o pez-Pernas, S

    saqr2025tna APACrefauthors Saqr, M. , L\' o pez-Pernas, S. , T\" o rm\" a nen, T. , Kaliisa, R. , Misiejuk, K. \ Tikka, S. APACrefauthors \ 2025 . Transition Network Analysis: A Novel Framework for Modeling, Visualizing, and Identifying the Temporal Patterns of Learners and Le...

    2025

  53. [61]

    \ Henriksen, D

    sawyer2023explaining APACrefauthors Sawyer, R K. \ Henriksen, D. APACrefauthors \ 2023 . Explaining Creativity: The Science of Human Innovation Explaining creativity: The science of human innovation \ ( 3rd \ ). New York Oxford University Press . Online edition, Oxford Academi...

    2023

  54. [62]

    \ Bereiter, C

    scardamalia_knowledge_2006 APACrefauthors Scardamalia, M. \ Bereiter, C. APACrefauthors \ 2006 . Knowledge Building: Theory, Pedagogy, and Technology Knowledge building: Theory, pedagogy, and technology . K. Sawyer\ ( ), Cambridge Handbook of the Learning Sciences Cambridge ha...

    2006

  55. [63]

    \ Richardson, B

    schecter_how_2025 APACrefauthors Schecter, A. \ Richardson, B. APACrefauthors \ 2025 04 . How the Role of Generative AI Shapes Perceptions of Value in Human - AI Collaborative Work How the Role of Generative AI Shapes Perceptions of Value in Human - AI Collaborative Work . Pro...

    2025

  56. [64]

    , McDonell, K

    shanahan_role_2023 APACrefauthors Shanahan, M. , McDonell, K. \ Reynolds, L. APACrefauthors \ 2023 . Role play with large language models Role play with large language models . Nature 623 7987 493--498 . Publisher: Nature Publishing Group UK London

    2023

  57. [65]

    APACrefauthors \ 2020

    shneiderman_human-centered_2020 APACrefauthors Shneiderman, B. APACrefauthors \ 2020 . Human-centered artificial intelligence: Reliable , safe & trustworthy Human-centered artificial intelligence: Reliable , safe & trustworthy . International Journal of Human–Computer Interact...

    2020

  58. [66]

    \ Bjork, R A

    soderstrom_learning_2015 APACrefauthors Soderstrom, N C. \ Bjork, R A. APACrefauthors \ 2015 03 . Learning Versus Performance : An Integrative Review Learning Versus Performance : An Integrative Review . Perspectives on Psychological Science 10 2 176--199 . Publisher: SAGE Pub...

    2015 doi

  59. [67]

    , Bannert, M

    stadler_cognitive_2024 APACrefauthors Stadler, M. , Bannert, M. \ Sailer, M. APACrefauthors \ 2024 . Cognitive ease at a cost: LLMs reduce mental effort but compromise depth in student scientific inquiry Cognitive ease at a cost: LLMs reduce mental effort but compromise depth ...

    2024

  60. [68]

    APACrefauthors \ 2010

    sweller_element_2010 APACrefauthors Sweller, J. APACrefauthors \ 2010 . Element interactivity and intrinsic, extraneous, and germane cognitive load Element interactivity and intrinsic, extraneous, and germane cognitive load . Educational psychology review 22 2 123--138 . Publi...

    2010

  61. [69]

    \ Zheng, X

    tian2025impact APACrefauthors Tian, Q. \ Zheng, X. APACrefauthors \ 2025 . The impact of artificial intelligence on students’ 4C skills: A meta-analysis The impact of artificial intelligence on students’ 4c skills: A meta-analysis . Educational Research Review 100728

    2025

  62. [70]

    APACrefauthors \ 2019

    tomasello_becoming_2019 APACrefauthors Tomasello, M. APACrefauthors \ 2019 . Becoming human: A theory of ontogeny Becoming human: A theory of ontogeny . Cambridge, MA Harvard University Press

    2019

  63. [71]

    \ Fadel, C

    trilling_21st_2009 APACrefauthors Trilling, B. \ Fadel, C. APACrefauthors \ 2009 . 21st century skills: Learning for life in our times 21st century skills: Learning for life in our times . John Wiley & Sons

    2009

  64. [72]

    , Wang, C H

    tseng2009key APACrefauthors Tseng, H. , Wang, C H. , Ku, H Y. \ Sun, L. APACrefauthors \ 2009 . Key factors in online collaboration and their relationship to teamwork satisfaction Key factors in online collaboration and their relationship to teamwork satisfaction . Quarterly R...

    2009

  65. [73]

    APACrefauthors \ 2007

    vass2007exploring APACrefauthors Vass, E. APACrefauthors \ 2007 . Exploring processes of collaborative creativity—The role of emotions in children's joint creative writing Exploring processes of collaborative creativity—the role of emotions in children's joint creative writing...

    2007

  66. [74]

    , Summers, M

    volet2009high APACrefauthors Volet, S. , Summers, M. \ Thurman, J. APACrefauthors \ 2009 . High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? High-level co-regulation in collaborative learning: How does it emerge and how is it susta...

    2009

  67. [75]

    APACrefauthors \ 1978

    vygotsky_mind_1978 APACrefauthors Vygotsky, L S. APACrefauthors \ 1978 . Mind in Society : The Development of Higher Psychological Processes Mind in Society : The Development of Higher Psychological Processes . Cambridge, MA Harvard University Press

    1978

  68. [76]

    , Wang, C

    wang_impact_2025 APACrefauthors Wang, H. , Wang, C. , Chen, Z. , Liu, F. , Bao, C. \ Xu, X. APACrefauthors \ 2025 . Impact of AI -agent-supported collaborative learning on the learning outcomes of University programming courses Impact of AI -agent-supported collaborative learn...

    2025

  69. [77]

    , Nolen, S B

    ward_productive_2011 APACrefauthors Ward, C J. , Nolen, S B. \ Horn, I S. APACrefauthors \ 2011 . Productive friction: How conflict in student teaching creates opportunities for learning at the boundary Productive friction: How conflict in student teaching creates opportunitie...

    2011

  70. [78]

    , Wang, L

    wei_effects_2025 APACrefauthors Wei, X. , Wang, L. , Lee, L K. \ Liu, R. APACrefauthors \ 2025 . The effects of generative AI on collaborative problem-solving and team creativity performance in digital story creation: an experimental study The effects of generative AI on colla...

    2025

  71. [79]

    weijers_intuition_2025 APACrefauthors Weijers, R. , Wu, D. , Betts, H. , Jacod, T. , Guan, Y. , Sujaya, V. others APACrefauthors \ 2025 . From Intuition to Understanding : Using AI Peers to Overcome Physics Misconceptions From Intuition to Understanding : Using AI Peers to Ove...

    2025 arXiv

  72. [80]

    \ Fischer, F

    weinberger_framework_2006 APACrefauthors Weinberger, A. \ Fischer, F. APACrefauthors \ 2006 . A framework to analyze argumentative knowledge construction in computer-supported collaborative learning A framework to analyze argumentative knowledge construction in computer-suppor...

    2006

  73. [81]

    , Chen, W

    xi_rise_2025 APACrefauthors Xi, Z. , Chen, W. , Guo, X. , He, W. , Ding, Y. , Hong, B. others APACrefauthors \ 2025 . The rise and potential of large language model based agents: A survey The rise and potential of large language model based agents: A survey . Science China Inf...

    2025

  74. [82]

    , Greiff, S

    yan_distinguishing_2025 APACrefauthors Yan, L. , Greiff, S. , Lodge, J M. \ Gašević, D. APACrefauthors \ 2025 . Distinguishing performance gains from learning when using generative AI Distinguishing performance gains from learning when using generative AI . Nature Reviews Psyc...

    2025

  75. [83]

    , Greiff, S

    yan_promises_2024 APACrefauthors Yan, L. , Greiff, S. , Teuber, Z. \ Gašević, D. APACrefauthors \ 2024 . Promises and challenges of generative artificial intelligence for human learning Promises and challenges of generative artificial intelligence for human learning . Nature H...

    2024

  76. [84]

    , Pammer-Schindler, V

    yan_beyond_2025 APACrefauthors Yan, L. , Pammer-Schindler, V. , Mills, C. , Nguyen, A. \ Ga s evi \'c , D. APACrefauthors \ 2025 . Beyond efficiency: Empirical insights on generative AI's impact on cognition, metacognition and epistemic agency in learning Beyond efficiency: Em...

    2025

  77. [85]

    , Sha, L

    yan_practical_2024 APACrefauthors Yan, L. , Sha, L. , Zhao, L. , Li, Y. , Martinez-Maldonado, R. , Chen, G. Gašević, D. APACrefauthors \ 2024 . Practical and ethical challenges of large language models in education: A systematic scoping review Practical and ethical challenges ...

    2024

  78. [86]

    , Cheng, Y

    yang_ink_2024 APACrefauthors Yang, K. , Cheng, Y. , Zhao, L. , Rakovi \'c , M. , Swiecki, Z. , Ga s evi \'c , D. \ Chen, G. APACrefauthors \ 2025 . Ink and algorithm: Exploring temporal dynamics in generative AI-assisted writing Ink and algorithm: Exploring temporal dynamics i...

    2025

  79. [87]

    , Lai, C Y

    yang2012robust APACrefauthors Yang, M S. , Lai, C Y. \ Lin, C Y. APACrefauthors \ 2012 . A robust EM clustering algorithm for Gaussian mixture models A robust em clustering algorithm for gaussian mixture models . Pattern Recognition 45 11 3950--3961

    2012

  80. [88]

    , Wibowo, S

    zhai_effects_2024 APACrefauthors Zhai, C. , Wibowo, S. \ Li, L D. APACrefauthors \ 2024 . The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review The effects of over-reliance on AI dialogue systems on students' cognitive abilit...

    2024

  81. [89]

    \ Gosline, R

    zhang_human_2023 APACrefauthors Zhang, Y. \ Gosline, R. APACrefauthors \ 2023 01 . Human favoritism, not AI aversion: People ’s perceptions (and bias) toward generative AI , human experts, and human– GAI collaboration in persuasive content generation Human favoritism, not AI a...

    2023 doi

  82. [90]

    @esa (Ref

    \@ifxundefined[1] #1\@undefined \@firstoftwo \@secondoftwo \@ifnum[1] #1 \@firstoftwo \@secondoftwo \@ifx[1] #1 \@firstoftwo \@secondoftwo [2] @ #1 \@temptokena #2 #1 @ \@temptokena \@ifclassloaded agu2001 natbib The agu2001 class already includes natbib coding, so you should ...

  83. [91]

    \@lbibitem[] @bibitem@first@sw\@secondoftwo \@lbibitem[#1]#2 \@extra@b@citeb \@ifundefined br@#2\@extra@b@citeb \@namedef br@#2 \@nameuse br@#2\@extra@b@citeb \@ifundefined b@#2\@extra@b@citeb @num @parse #2 @tmp #1 NAT@b@open@#2 NAT@b@shut@#2 \@ifnum @merge>\@ne @bibitem@firs...

  84. [92]

    2E @APACcomma

    @open @close @open @close and [1] URL: #1 \@ifundefined chapter * 7 13 REFERENCES\@mkboth \@ifxundefined @sectionbib * \@mkboth * \@mkboth\@gobbletwo \@ifclassloaded amsart * \@ifclassloaded amsbook * \@ifxundefined @heading @heading NAT@ctr thebibliography [1] @ \@biblabel @N...

    1999

  85. [93]

    @esa (Ref

    \@ifxundefined[1] #1\@undefined \@firstoftwo \@secondoftwo \@ifnum[1] #1 \@firstoftwo \@secondoftwo \@ifx[1] #1 \@firstoftwo \@secondoftwo [2] @ #1 \@temptokena #2 #1 @ \@temptokena \@ifclassloaded agu2001 natbib The agu2001 class already includes natbib coding, so you should ...

  86. [94]

    " for running heads. Use

    @open @close @open @close and [1] URL: #1 \@ifundefined chapter * 10 13 REFERENCES \@mkboth \@ifxundefined @sectionbib * \@mkboth * \@mkboth\@gobbletwo \@ifclassloaded amsart * 10 13 \@ifclassloaded amsbook * \@ifxundefined @heading @heading NAT@ctr thebibliography [1] @ \@bib...

    2021

  87. [95]

    C. W. Hirt, A. A. Amsden, J. L. Cook, J Comput Phys 1974, 14 , 227

    1974

  88. [96]

    McWeeny, Coulson’s Valence , 3rd ed., Oxford University Press, Oxford 1979

    R. McWeeny, Coulson’s Valence , 3rd ed., Oxford University Press, Oxford 1979

    1979

  89. [97]

    L. B. Schein, Electrophotography and Development Physics , 2nd ed., Springer Series in Electrophysics, Vol. 14, Springer, Berlin 1992 . verbatim verbatim

    1992

  90. [98]

    Smart, in The Chemistry of Metal CVD (Eds: T

    A. Smart, in The Chemistry of Metal CVD (Eds: T. Kodas, M. Hampden-Smith), VCH, Weinheim, Germany 1994 , Ch.5

    1994

  91. [99]

    A. B. Author1, C. D. Author2, E. F. Author3, G. H. Author4, in Abbrev. Proc. Title (Eds: I. J. Editor1, K. L. Editor2), Publisher, Location Year of publication , page no

  92. [100]

    Effects of managed care on the length of time that elderly patients spend with physicians during ambulatory visits: National Ambulatory Medical Care Survey

    Hu P, Reuben DB. Effects of managed care on the length of time that elderly patients spend with physicians during ambulatory visits: National Ambulatory Medical Care Survey. Med Care . 2002;40(7):606-613. doi:10.1097/00005650-200207000-00007

    2002 doi

  93. [101]

    Should the skin cancer examination be taught in medical school? Arch Dermatol

    Geller AC, Venna S, Prout M, et al. Should the skin cancer examination be taught in medical school? Arch Dermatol. 2002;138(9):1201-1203. doi:10.1001/archderm.138.9.1201

    2002 doi

  94. [102]

    Diagnosis and staging of lung cancer

    Luketich JD, Ginsberg RJ. Diagnosis and staging of lung cancer. In: Johnson BE, Johnson DH, eds. Lung Cancer . 2nd ed. Wiley-Liss Inc; 1995:161-173

    1995

  95. [103]

    Tobacco and Health: Proceedings of the Ninth World Conference on Tobacco and Health, Paris, France, 10-14 October 1994

    Slama K, ed. Tobacco and Health: Proceedings of the Ninth World Conference on Tobacco and Health, Paris, France, 10-14 October 1994. Plenum Press; 1995

    1994

  96. [104]

    Li, Singular unitary representations of classical groups , Invent

    J.-S. Li, Singular unitary representations of classical groups , Invent. Math. 97 (1989), 237--255. MR1001840 (90h:22021)

    1989

  97. [105]

    Harris, S

    M. Harris, S. S. Kudla, and W. J. Sweet, Theta dichotomy for unitary groups , J. Amer. Math. Soc. 9 (1996), 941--1004. MR1327161 (96m:11041)

    1996

  98. [106]

    L. H. Loomis, An introduction to abstract harmonic analysis , D. Van Nostrand Company, London, 1953. MR0054173 (14,883c)

    1953

  99. [107]

    W. M. Goldman, Mapping class group dynamics on surface group representations , Problems on mapping class groups and related topics, Proc. Sympos. Pure Math., vol. 74, Amer. Math. Soc., Providence, RI, 2006, pp. 189--214, DOI 10.1090/pspum/074/2264541. MR2264541

    2006 doi

  100. [108]

    S., Her, M., Moreno, G., Perez, C., & Yelinek, J

    Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media Culture , 8 (3), 207--217

    2019

  101. [109]

    Jackson, L. M. (2019). The psychology of prejudice: From attitudes to social action (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000168-000 verbatim verbatim

    2019 doi

  102. [110]

    L., Quirk, A., Gallop, R., Hoyle, R

    Duckworth, A. L., Quirk, A., Gallop, R., Hoyle, R. H., Kelly, D. R., & Matthews, M. D. (2019). Cognitive and noncognitive predictors of success. Proceedings of the National Academy of Sciences , United States, 116(47), 23499--23504. https://doi.org/10.1073/pnas.1910510116

    2019 doi

  103. [111]

    Preuss, A

    S. Preuss, A. Demchuk Jr., M. Stuke, Appl. Phys. A 61 , 33 (1995)

    1995

  104. [112]

    D. M. Abrams, in Conductive Polymers , ed. by R. S. Seymour, A. Smith (Springer, Berlin Heidelberg New York, 1973), p. 307

    1973

  105. [113]

    Ibach, H

    H. Ibach, H. Lüth, Solid-State Physics , 2nd ed. (Springer, New York, 1996)

    1996

  106. [114]

    Zowghi et al., in PRICAI '96: Topics in Artificial Intelligence , ed

    D. Zowghi et al., in PRICAI '96: Topics in Artificial Intelligence , ed. by N. Foo, R. Goebel. 4th Pacific Rim Conference on Artificial Intelligence, Cairns, August 1996. Lecture Notes in Computer Science. Lecture notes in artificial intelligence, vol. 1114 (Springer, Heidelbe...

    1996

  107. [115]

    Ward, Geoffrey C., and Ken Burns. 2007. The War: An Intimate History, 1941--1945 . New York: Knopf. Purkis, Samuel, and Victor Klemas. 2011. Remote Sensing and Global Environmental Change . Oxford: Wiley-Blackwell

    2007

  108. [116]

    Weinstein, Joshua I. 2009. ``The Market in Plato’s Republic.'' Classical Philology 104: 439--58

    2009

  109. [117]

    Chiswick, Bake R. 1977. ``A Longitudinal Analysis of the Occupational Mobility of Immigrants.'' In Proceedings of the 30th Annual Winter Meetings, Industrial Relations Research Association , ed. Barbara D. Dennis, 20-7 Madison, WI: IRRA

    1977

  110. [118]

    (2016) The global decline of intercountry adoption: what lies ahead? Social Policy and Society , 11(3), 381--397

    Selman, P. (2016) The global decline of intercountry adoption: what lies ahead? Social Policy and Society , 11(3), 381--397

    2016

  111. [119]

    & Verdejo, M.F

    Barros, B., Read, T. & Verdejo, M.F. (2008) Virtual collaborative experimentation: an approach combining remote and local labs. IEEE Transactions on Education , 51(2), 242--250. Available from: https://doi.org/10.1109/TE.2007.908071

    2008

  112. [120]

    & Matthews, M

    Simons, N.E., Menzies, B. & Matthews, M. (2001) A short course in soil and rock slope engineering . London: Thomas Telford Publishing

    2001

  113. [121]

    Davis, M., Charles, S., Curry, M.J., Shanti, H., Prasad, M., Hewings, A. et al. (2003) Challenging spatial norms . London: Routledge

    2003

  114. [122]

    (2006) Design, construction, supervision and long-term behaviour of tunnels in swelling rock

    Wittke, M. (2006) Design, construction, supervision and long-term behaviour of tunnels in swelling rock. In: Van Cotthem, A., Charlier, R., Thimus, J.-F. and Tshibangu, J.-P. (Eds.) Eurock 2006: multiphysics coupling and long term behaviour in rock mechanics: proceedings of th...

    2006

  115. [123]

    The Crown of Columbus

    Dorris, Michael, and Louise Erdrich. The Crown of Columbus . HarperCollins Publishers, 1999

    1999

  116. [124]

    ``Aboriginal Writing.'' The Cambridge Companion to Canadian Literature , edited by Eva-Marie Kröller, Cambridge UP, 2017, pp

    Toorn, Penny van, and Daniel Justice. ``Aboriginal Writing.'' The Cambridge Companion to Canadian Literature , edited by Eva-Marie Kröller, Cambridge UP, 2017, pp. 26--58

    2017

  117. [125]

    ``The Demon of Writing: Paperwork, Public Safety, and the Reign of Terror.'' Representations , no

    Kafka, Ben, and Barbara Adams. ``The Demon of Writing: Paperwork, Public Safety, and the Reign of Terror.'' Representations , no. 98, 2007, pp. 1--24

    2007

  118. [126]

    Proceedings of the Twenty-Fifth Annual Meeting of the Berkeley Linguistics Society, February 12-15, 1999: General Session and Parasession on Loan Word Phenomena

    Chang, Steve S., et al., editors. Proceedings of the Twenty-Fifth Annual Meeting of the Berkeley Linguistics Society, February 12-15, 1999: General Session and Parasession on Loan Word Phenomena . Berkeley Linguistics Society, 2000

    1999

  119. [127]

    Hamburger, C.: Quasimonotonicity, regularity and duality for nonlinear systems of partial differential equations. Ann. Mat. Pura. Appl. 169, 321--354 (1995)

    1995

  120. [128]

    In: Broy, M., Denert, E

    Broy, M.: Software engineering - from auxiliary to key technologies. In: Broy, M., Denert, E. (eds.) Software Pioneers, pp. 10--13. Springer, New York (2002)

    2002

  121. [129]

    In: Foo N., Goebel R

    Zowghi, D., et al.: A framework for reasoning about requirements in evolution. In: Foo N., Goebel R. (eds.) Topics in Artificial Intelligence, 4th Pacific Rim Conference on Artificial Intelligence, Cairns, August 1996. Lecture Notes in Computer Science. Lecture Notes in Artifi...

    1996

  122. [130]

    Solid-organ transplantation in HIV-infected patients

    Halpern SD, Ubel PA, Caplan AL. Solid-organ transplantation in HIV-infected patients. N Engl J Med. 2002 Jul 25;347(4):284--7

    2002

  123. [131]

    Chromosome alterations in human solid tumors

    Meltzer PS, Kallioniemi A, Trent JM. Chromosome alterations in human solid tumors. In: Vogelstein B, Kinzler KW, editors. The genetic basis of human cancer. New York: McGraw-Hill; 2002. p. 93--113

    2002

  124. [132]

    Medical microbiology

    Murray PR, Rosenthal KS, Kobayashi GS, Pfaller MA. Medical microbiology. 4th ed. St. Louis: Mosby; 2002

    2002

  125. [133]

    write newline

    " write newline "" before.all 'output.state := FUNCTION blank.sep after.quote 'output.state := FUNCTION fin.entry doi empty output.state after.quoted.block = 'skip 'add.period if if write newline FUNCTION new.block output.state before.all = 'skip output.state after.quote = aft...

  126. [134]

    write newline

    " write newline "" before.all 'output.state := FUNCTION n.dashify 't := "" t empty not t #1 #1 substring "-" = t #1 #2 substring "--" = not "--" * t #2 global.max substring 't := t #1 #1 substring "-" = "-" * t #2 global.max substring 't := while if t #1 #1 substring * t #2 gl...

  127. [135]

    write newline

    " write newline " cite write " FUNCTION editor.postfix editor num.names #1 > "( )" "( )" if FUNCTION editor.trans.postfix editor num.names #1 > "( )" "( )" if FUNCTION trans.postfix translator num.names #1 > "( )" "( )" if FUNCTION authors.editors.reflist.apa5 'field := 'dot :...

  128. [136]

    write newline

    " write newline "" before.all 'output.state := FUNCTION output.internal 'delimiter := duplicate empty 'pop 's := output.state mid.sentence = delimiter * write output.state before.all = 'write add.period " " * write if mid.sentence 'output.state := if s if FUNCTION output.check...

  129. [137]

    write newline

    " write newline "" before.all 'output.state := FUNCTION article output.bibitem format.authors "author" output.check author format.key output output.year.check new.block format.title.article "title" output.check new.block crossref missing format.jour.vol.num output format.artic...

  130. [138]

    write newline

    " write newline "" before.all 'output.state := FUNCTION n.dashify 't := "" t empty not t #1 #1 substring "-" = t #1 #2 substring "--" = not "--" * t #2 global.max substring 't := t #1 #1 substring "-" = "-" * t #2 global.max substring 't := while if t #1 #1 substring * t #2 gl...

  131. [139]

    write FUNCTION fin.entry add.period write newline FUNCTION add.comma

    " write FUNCTION fin.entry add.period write newline FUNCTION add.comma ", " * before.all 'output.state := FUNCTION new.block output.state before.all = 'skip after.block 'output.state := if FUNCTION new.sentence output.state after.block = 'skip output.state before.all = 'skip a...

  132. [140]

    write newline

    " write newline "" before.all 'output.state := FUNCTION article output.bibitem format.authors "author" output.check author format.key output new.block format.title.article "title" output.check putnodot crossref missing journal emphasize "journal" output.check putnodot format.a...

  133. [141]

    , " * write output.state after.block = add.period write newline

    ENTRY address author booktitle chapter doi edition editor eid howpublished institution journal key month note number organization pages publisher school series title type url volume year label INTEGERS output.state before.all mid.sentence after.sentence after.block FUNCTION in...

  134. [142]

    write newline

    " write newline "" before.all 'output.state := FUNCTION if.digit duplicate "0" = swap duplicate "1" = swap duplicate "2" = swap duplicate "3" = swap duplicate "4" = swap duplicate "5" = swap duplicate "6" = swap duplicate "7" = swap duplicate "8" = swap "9" = or or or or or or...

  135. [143]

    write newline

    " write newline "" before.all 'output.state := FUNCTION n.dashify 't := "" t empty not t #1 #1 substring "-" = t #1 #2 substring "--" = not "--" * t #2 global.max substring 't := t #1 #1 substring "-" = "-" * t #2 global.max substring 't := while if t #1 #1 substring * t #2 gl...

  136. [144]

    write newline

    " write newline "" before.all 'output.state := FUNCTION output.internal 'delimiter := duplicate empty 'pop 's := output.state mid.sentence = delimiter * write output.state before.all = 'write add.period " " * write if mid.sentence 'output.state := if s if FUNCTION output.check...

Pith tools

Reviewed August 3, 2026 · model on record in the stance chip above.