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Journal of Intelligence|May 26, 2026
Developing Talent with Artificial Intelligence: Human-AI Symbiotic Theory (HAIST) as a Framework for AI-Mediated Learning and Talent DevelopmentJohn C Chick, Laura Thomsen MorelloJournal of Intelligence|May 26, 2026
Cognitive Load and Working Memory in Multimedia Video Podcasts: Effects of Elaborative and Seductive DetailsRobert O Davis, Yong-Jik Lee, Joseph Vincent, et al.Journal of Intelligence|June 27, 2023
The Forward Effect of Delayed Judgments of Learning Is Influenced by Difficulty in Memory and Category LearningXun Wang, Xinyue Liu, Luyao Chen, et al.Journal of Intelligence|June 27, 2023
Who Wants to Enhance Their Cognitive Abilities? Potential Predictors of the Acceptance of Cognitive EnhancementSandra Grinschgl, Anna-Lena Berdnik, Elisabeth Stehling, et al.Journal of Intelligence|June 27, 2023
Are STEM Students Creative Thinkers?Christabel Borg Preca, Leonie Baldacchino, Marie Briguglio, et al.Journal of Intelligence|June 27, 2023
Metacognitive Cues, Working Memory, and Math Anxiety: The Regulated Attention in Mathematical Problem Solving (RAMPS) FrameworkDaniel A Scheibe, Christopher A Was, John Dunlosky, et al.Journal of Intelligence|June 27, 2023
Spatial Visualization Supports Students' Math: Mechanisms for Spatial TransferTom Lowrie, Tracy LoganJournal of Intelligence|June 27, 2023
An Evaluative Review of Barriers to Critical Thinking in Educational and Real-World SettingsChristopher P DwyerJournal of Intelligence|June 27, 2023
Social, Emotional, and Behavioral Skills: Age and Gender Differences at 12 to 19 Years OldTommaso Feraco, Chiara MeneghettiJournal of Intelligence|July 28, 2023
Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children's Math PerformanceSanne H G Van der Ven, Emilie J Prast, Eva Van de Weijer-BergsmaPageof 101