Developers using AI showed the same core problem-solving behaviors as those without but differed in how they became stuck and recovered, with AI helping or hindering in specific cases.
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6 Pith papers cite this work. Polarity classification is still indexing.
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Pith papers citing it
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2026 6representative citing papers
AI-authored goals produce higher SMART quality scores but lower psychological ownership, commitment, importance, and goal-directed behavior than self-authored goals, with ownership as the mediating mechanism.
Eye contact norms create three recurring access barriers for visually impaired people in mixed-ability groups, reframing accessible design as support for explicit interaction contracts instead of gaze visibility.
Online posts by early childhood educators focus more on workplace demands than resources, with fear as the leading emotion and higher sadness and anger in demand-related posts.
Response-time propensities estimated from tutoring logs are stable within students and predict learning efficiency conditionally on proficiency and practice stage.
The work introduces a visualization framework that turns imperceptible micro-expressions into perceptible cues and outlines a planned pilot study to test effects on empathic experience.
citing papers explorer
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ChatGPT: Friend or Foe When Comprehending and Changing Unfamiliar Code
Developers using AI showed the same core problem-solving behaviors as those without but differed in how they became stuck and recovered, with AI helping or hindering in specific cases.
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Optimized but Unowned: How AI-Authored Goals Undermine the Motivation They Are Meant to Drive
AI-authored goals produce higher SMART quality scores but lower psychological ownership, commitment, importance, and goal-directed behavior than self-authored goals, with ownership as the mediating mechanism.
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The Ambivalent Experience of Eye Contact for People with Visual Impairments: Mechanisms and Design Challenges
Eye contact norms create three recurring access barriers for visually impaired people in mixed-ability groups, reframing accessible design as support for explicit interaction contracts instead of gaze visibility.
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Workplace Demands and Emotional Expression Among Early Childhood Educators: A Computational Analysis of Professional Online Discourse
Online posts by early childhood educators focus more on workplace demands than resources, with fear as the leading emotion and higher sadness and anger in demand-related posts.
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Understanding Student Effort Using Response-Time Propensities During Problem Solving
Response-time propensities estimated from tutoring logs are stable within students and predict learning efficiency conditionally on proficiency and practice stage.
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Making the Invisible Visible: Toward Micro-Expression Visualization for Empathy in Social Interaction
The work introduces a visualization framework that turns imperceptible micro-expressions into perceptible cues and outlines a planned pilot study to test effects on empathic experience.