{"as_of":"2026-08-19T06:44:00Z","caps":{"database_statements":6,"inbound":100,"outbound":100},"context_digest":"sha256:117e875c5894c8c9b16d2cb1e38a00d9705621c703b2088bf0864f350749769d","coverage":[{"denominator":30,"lane":"reference_resolution","note":"Typed states for the displayed outbound observations.","records_observed":30,"source":"paper_references, paper_reference_links","source_observed_at":"2026-08-15T23:10:11.407953Z","state":"measured"},{"denominator":30,"lane":"standing_notices","note":"One-hop event checks from named stored sources.","records_observed":30,"source":"scholarly_work_events, retraction_status_cache","source_observed_at":"2026-08-19T06:32:44.657259+00:00","state":"measured"},{"denominator":0,"lane":"inbound_itemization","note":"Pith citing papers itemized under the disclosed page cap.","records_observed":0,"source":"paper_references, paper_reference_links","source_observed_at":null,"state":"measured"},{"denominator":1,"lane":"external_citation_measurements","note":"A source-named dated measurement, never combined with another source.","records_observed":0,"source":"cited_works","source_observed_at":null,"state":"measured"}],"external_citation_measurements":[],"inbound":[],"links":{"evidence":"/evidence","html":"/paper/2507.17760/citation-record","integrity":"/paper/2507.17760/integrity","json":"/paper/2507.17760/citation-record.json","paper":"/paper/2507.17760"},"outbound":[{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.829619Z","title":"International Journal of Artificial Intelligence in Education34, 974–1007 (2024)","venue":null,"work_id":"89a18293-3ff5-419a-876d-2ea7e3d112c9","year":2024},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":1,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.265597Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:16ab031fd92f28205e3cea5a6c10dc54cf03c69e326d46014ec065a056e15a1f","observation_id":"86750f49-264d-4c64-ad6c-137c9c16e295","resolution":{"observed_at":"2026-08-15T23:10:11.834629Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.815632Z","title":"Psychological Bulletin128(4), 612–637 (2002)","venue":null,"work_id":"09689c03-1619-4279-886c-323416027e73","year":2002},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":2,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.273042Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:614bed4f2d803c470b31aa7350334d246eebe7548522efe70c374913088fcc21","observation_id":"6cb6b227-4314-4e52-8cf0-dee812a718cb","resolution":{"observed_at":"2026-08-15T23:10:11.819648Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.800517Z","title":"The New England Journal of Medicine355(21), 2217–2225 (2006)","venue":null,"work_id":"c84b0cc3-6aef-48b1-9b54-d50d00d20724","year":2006},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":3,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.277923Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:a0bd7e1e06a51913f6305c727d9822372e6389fb0b19bd6dad9fa965a4a5f20c","observation_id":"b3c6b43a-d68b-4406-8e65-56a9fe1dfae9","resolution":{"observed_at":"2026-08-15T23:10:11.806385Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.785846Z","title":"Cognitive Science5(2), 121–152 (1981)","venue":null,"work_id":"cd93a493-0bf1-4993-92d2-dfea1681a19f","year":1981},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":4,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.283228Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:a614cbc856223af31c7ec2ee83f39cde0ee22d8301679742469db478d0f1b191","observation_id":"59f93899-ed4d-46bc-8334-271c8ad11f18","resolution":{"observed_at":"2026-08-15T23:10:11.791226Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.771707Z","title":"Academic Medicine78(8), 775–780 (2003)","venue":null,"work_id":"bbb05cab-2547-4c81-a4d3-d692f952ba2a","year":2003},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":5,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.290832Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:74a768d98a30ed462c549503de9002c4025aca25f23b37473338b514dd33b7b2","observation_id":"dce002cc-5c80-43ec-9031-b58e4b91f443","resolution":{"observed_at":"2026-08-15T23:10:11.776881Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.759721Z","title":"In: International Society of the Learning Sciences (2022)","venue":null,"work_id":"bdb1b0e6-9d4b-4a27-ab96-595d7fe9fe3a","year":2022},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":6,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.295831Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:c128620a68fa2655fd98a0e1b88df739df1cb853a682e7e4eed0888b9ffb20de","observation_id":"4c188e79-a9b6-45bc-8972-6bdb2104dd69","resolution":{"observed_at":"2026-08-15T23:10:11.763984Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.746547Z","title":"Harvard University Press, Cambridge, MA (1978)","venue":null,"work_id":"2de7c8a7-130e-4dac-927c-23934812a390","year":1978},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":7,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.300969Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:5f64ecc26a046d4fe94599bfd66957788459318e5aea6e50b74b539cec45f9ca","observation_id":"7e6b1b6f-d646-40eb-89ae-950cf3b5e53f","resolution":{"observed_at":"2026-08-15T23:10:11.751587Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.734245Z","title":"Diagnosis 11(4), 374–379 (2024)","venue":null,"work_id":"43afd900-f818-4de9-ac58-6328abc53905","year":2024},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":8,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.305607Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:0aa6cd6aa9614f736735fcd45bcef155198f7deca3e528f65ba28ca7d09ad51a","observation_id":"07e6149a-7716-4a01-8a09-2eda066c1b82","resolution":{"observed_at":"2026-08-15T23:10:11.738386Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.721186Z","title":"Medical Education38(1), 7–14 (2004)","venue":null,"work_id":"1df3a0e2-4eed-4626-aea2-34e352d4c4bc","year":2004},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":9,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.310534Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:176e45d1cf94438eb1b3291122cba0c64c0f5b6b78e9f976d4455456abc64371","observation_id":"f21f5858-30e3-44d9-97d5-b45a713ccb5b","resolution":{"observed_at":"2026-08-15T23:10:11.725271Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.708091Z","title":"StatPearls Publishing (2020)","venue":null,"work_id":"bdf3ac77-e3dd-4b79-b072-86c121d3c62b","year":2020},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":10,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.314841Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:b909a59385bf821e79a3f7ca115fef9d32d4036503b792aa28298752eb453d59","observation_id":"5ce32527-3c22-4f2d-97fd-5b249861331f","resolution":{"observed_at":"2026-08-15T23:10:11.713088Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.694902Z","title":"BMJ Quality & Safety21(7), 535–557 (2012)","venue":null,"work_id":"303365dc-e194-4e87-9d0b-0b52dc470cc9","year":2012},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":11,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.319186Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:c159543ec12fa8270639957746e97e3cf4d5064385aa7aaf32159062f48ad3c8","observation_id":"c617b246-f181-482d-be06-4c3e4565cabe","resolution":{"observed_at":"2026-08-15T23:10:11.699929Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.682187Z","title":"BMJ Quality & Safety28(6), 495–500 (2019)","venue":null,"work_id":"e66ba3eb-492f-4d79-a539-a75fce4808a3","year":2019},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":12,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.324483Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:1068ad5dc9905304af62a1a7c7042bff55ec9922c0e84035f1400f5ebe50eaee","observation_id":"4d473652-40fe-4d28-b7d9-6751922a07ca","resolution":{"observed_at":"2026-08-15T23:10:11.686618Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.669536Z","title":"Instructional Science40(4), 651–672 (2012)","venue":null,"work_id":"8d78fc84-cdfb-4c79-86a3-1438e7ce89a0","year":2012},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":13,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.328961Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:a7e60c4c8dba97f326a58ebe794b197d767733dc11b6edd95691dd56d8d19688","observation_id":"2b7e4eb5-8481-4969-a585-754253893eb0","resolution":{"observed_at":"2026-08-15T23:10:11.673726Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.656336Z","title":"BMJ Case Reports (2011)","venue":null,"work_id":"bc6d4406-24f6-438a-9b66-a81ba3080e36","year":2011},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":14,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.333008Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:b8819341c8f14aee12d5e345302254ab10f2898b22850c94dfd036ec61d3e9e4","observation_id":"79f71b53-da3c-4c92-9f24-44a38e4b8355","resolution":{"observed_at":"2026-08-15T23:10:11.660627Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.641182Z","title":"Educational Psychology Review29(4), 693– 715 (2017)","venue":null,"work_id":"8e02f97c-acbd-493d-9662-7013fd0550b8","year":2017},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":15,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.337741Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:dc106134b872f28f1c2d3c2bb9879dcfa2bf1a205fd7d66f06d9a89c00bbb42f","observation_id":"e5dd71b5-6243-4535-a8e7-aabdf3426109","resolution":{"observed_at":"2026-08-15T23:10:11.646540Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.628491Z","title":"Instructional Science 42(2), 305–326 (2014)","venue":null,"work_id":"08f141be-8843-4bc7-9b5d-3e3cdc8419ac","year":2014},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":16,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.343379Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:81d194f375ee3bc3d9121fb34f24a709513a5834a7e5db5ccd315495bcef81b0","observation_id":"05efd1d7-af36-40b6-877a-66dd05da6387","resolution":{"observed_at":"2026-08-15T23:10:11.632628Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.615353Z","title":"Instructional Science48(2), 135–175 (2020)","venue":null,"work_id":"2a808984-c2d9-40bc-a6da-b5d2fd45886d","year":2020},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":17,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.347648Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:2c3b8184b9ece5ffaa38b0bfaf7654a7430562ccb10d57cf5374cf75b832f110","observation_id":"c2a2c9b9-5ed7-4408-81a8-32c39ebfa53b","resolution":{"observed_at":"2026-08-15T23:10:11.619450Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.601898Z","title":"Springer, 2nd edn","venue":null,"work_id":"9cb0a2b1-6d8b-4323-9e7d-e83090d5c3da","year":2005},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":18,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.352094Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:eadce785eb351925a9b4d53d5204f5cf24bbf674d557d654c587fbd9dfde003c","observation_id":"ed4119e8-4ce5-429b-b8a6-94e0d09bc43f","resolution":{"observed_at":"2026-08-15T23:10:11.605727Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.588626Z","title":"Med- ical Education39(4), 418–427 (2005)","venue":null,"work_id":"7c0d4144-b2b5-4440-9050-795f402d1b43","year":2005},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":19,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.357272Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:ab56067e0e8c822e3e349e56cfa84b3b23b49386cb1266f5232ce5a81761e07d","observation_id":"a54aa933-dcc2-4fc9-b7e1-5a58dfc019e2","resolution":{"observed_at":"2026-08-15T23:10:11.593142Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.574641Z","title":null,"venue":null,"work_id":"7ba739c0-362e-4c7b-88bb-38841c5084d5","year":2025},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":20,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.361351Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:0daba124ce666c935cd07fe56cc9ec08ef0c7a835445e7f424dd9aa2a3d60475","observation_id":"a0830493-0697-4a3e-99e4-29a80e929249","resolution":{"observed_at":"2026-08-15T23:10:11.579292Z","resolver_source":"raw_fallback","status":"unresolved"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.561211Z","title":null,"venue":null,"work_id":"0c0a5751-5ed2-4cdf-a3ce-fa98fa5bb741","year":2018},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":21,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.365635Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:74d420324caeebb7f5c52a51b6049fb5c28f8e467f342455f2ef96958da3a08d","observation_id":"39b4649e-d59b-4cb0-9be2-c5471ca456e9","resolution":{"observed_at":"2026-08-15T23:10:11.566052Z","resolver_source":"raw_fallback","status":"unresolved"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.548153Z","title":"Clark, Richard E","venue":null,"work_id":"6a93f9cc-c421-4027-9083-f7f67145a9fc","year":2012},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":22,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.370380Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:72d0034117bcead57c9c401ea93417ae25e7544d6c0f5a4027faf76b5890a445","observation_id":"efd80aa4-fe89-4ab9-9a66-5543fb39c9f1","resolution":{"observed_at":"2026-08-15T23:10:11.552618Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.534243Z","title":null,"venue":null,"work_id":"84212865-9938-4a22-abf5-4c197cf4c7b5","year":2023},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":23,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.374415Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:93f986547b7b1bee7cb635bae741b5415040ee392f1059e48fc16e7ba5d47519","observation_id":"45669f41-f8ad-4921-9af2-b5b1079f66c2","resolution":{"observed_at":"2026-08-15T23:10:11.539275Z","resolver_source":"raw_fallback","status":"unresolved"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.520350Z","title":"Educational Psychologist24(2), 113–142 (1989)","venue":null,"work_id":"ae130b8a-00ae-467d-8558-22592832597e","year":1989},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":24,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.380172Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:18b5c49882126a3cd593a59fd0a5f05b7f22ab496aa34d789683c8a940d82732","observation_id":"db8ab596-ca7a-45b0-bf2d-72d343501945","resolution":{"observed_at":"2026-08-15T23:10:11.525115Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.507842Z","title":"Cog- nition and Instruction22(2), 129–184 (2004)","venue":null,"work_id":"014b915e-cc52-4f4e-8219-a18da2601b1b","year":2004},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":25,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.384891Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:830d72ae4a65da6b952eb328830f60e4f0648947e1dbaad8b28255061aa51ad9","observation_id":"6c03ffad-700b-400e-9d5e-25070b3c72a4","resolution":{"observed_at":"2026-08-15T23:10:11.512134Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.492795Z","title":"International Journal of Artificial Intelligence in Education34, 825–861 (2024)","venue":null,"work_id":"4e9ca3a1-d9b2-44ef-81d7-4c8c3b03ad4e","year":2024},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":26,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.389407Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:e7d33750b73b081d7ac932a1ef4ab0480dfe2e83042db6695084bc7c7d7a5236","observation_id":"8dbd3c85-89f5-4e58-ab80-1c26713befbc","resolution":{"observed_at":"2026-08-15T23:10:11.497684Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.478296Z","title":"Learn- ing and Instruction75(10 2021)","venue":null,"work_id":"f7ab52a5-b887-4216-9c19-dfeeb4674691","year":2021},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":27,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.392911Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:768bd41f48ba2b80f125abd2f67dfa0a96eda5c1c2eb2eb42b4b4a44ba4bd24f","observation_id":"d50d60ba-accc-427a-af36-f46df3b7e792","resolution":{"observed_at":"2026-08-15T23:10:11.483436Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.464207Z","title":"Computers & Education: Artificial Intelligence2, 100017 (2021)","venue":null,"work_id":"f24ce8a7-d2ab-4ddb-bfa7-f5ede5816e82","year":2021},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":28,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.397311Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:519b477c4ce80ad4c9faa54cc7fb81ca3e21ad18363b57bdd79dca8318902779","observation_id":"509fab11-4f2a-4cf2-980a-0759cadc58a4","resolution":{"observed_at":"2026-08-15T23:10:11.469502Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":null,"pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.402541Z","title":"Science185(4157), 1124–1131 (1974)","venue":null,"work_id":null,"year":1974},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":29,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.402541Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:095688a09c0a34d72ecbb5ec594e817ebeabc1b67fb427cb389e113793ffc954","observation_id":"28801096-7161-4e3b-a990-cd064304e327","resolution":{"observed_at":"2026-08-15T23:10:11.402541Z","resolver_source":null,"status":"unresolved"},"standing_notice":{"events":[],"reason":"canonical_work_link_unavailable","source_receipts":[],"state":"unavailable"}},{"citation":{"cited_paper":null,"cited_work":{"arxiv_id":null,"doi":null,"metadata_source":"raw_reference","pith_arxiv_id":null,"snapshot_observed_at":"2026-08-15T23:10:11.438393Z","title":"International Journal of Artificial Intelligence in Education32, 931–970 (2022)","venue":null,"work_id":"0ecd0795-7817-4ae7-a643-73395723488c","year":2022},"citing_paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning","version":1},"reference_index":30,"source":"pdf_text","source_observed_at":"2026-08-15T23:10:11.407953Z"},"links":{"citing_paper":"/paper/2507.17760"},"observation_digest":"sha256:d0fa6c960c6d093ecc7647657cbdbbdec326852c0394ab3a62144b14b670fb29","observation_id":"b3962138-3afd-4751-a2df-f02b95b1df63","resolution":{"observed_at":"2026-08-15T23:10:11.445648Z","resolver_source":"raw_fallback","status":"verified_fuzzy"},"standing_notice":{"events":[],"observation":"No event found in the named queried sources as of 2026-08-19T06:32:44.657259+00:00.","reason":null,"source_receipts":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"state":"measured"}}],"paper":{"arxiv_id":"2507.17760","last_updated":"2025-05-08T14:43:57Z","latest_version":1,"primary_category":"cs.CY","snapshot_observed_at":"2026-08-15T23:05:01.996197Z","submitted_at":"2025-05-08T14:43:57Z","title":"How Instructional Sequence and Personalized Support Impact Diagnostic Strategy Learning"},"reference_resolution":{"displayed":30,"state_counts":{"malformed_identifier":0,"metadata_mismatch":0,"parse_uncertain":0,"unresolved":4,"verified_exact":0,"verified_fuzzy":26},"total_outbound_references":30},"refusal":"A citation records a reference. It does not transfer a finding from one paper to another.","schema":"pith.paper-citation-record.v1","standing_sources":[{"observed_at":"2026-08-19T06:32:44.657259+00:00","source":"crossref"},{"observed_at":"2026-08-19T06:32:39.956319+00:00","source":"retraction_watch"}],"thesis":"As of 19 August 2026, this Paper Citation Record lists 30 of 30 outbound references and 0 inbound Pith citation observations for arXiv:2507.17760."}