ArticleJournal of Intelligence2026
Adaptive Cognitive Intervention Architecture: An Exploratory Computational Framework for Precision Reading Comprehension in Higher Education.
Article in Journal of Intelligence, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
14 authors.
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Abstract
Reading comprehension is a critical cognitive competency in higher education, although learners demonstrate substantial variability in responsiveness to metacognitive instructional interventions. The study focused on individual cognitive-response processes within the framework of the adaptive metacognitive reading system, which was realized through precision-learning architecture, which integrates latent learner-response phenotyping, explainable machine learning, Markov transition analysis, Bayesian adaptive inference, and reinforcement-learning optimization. The study employed a quasi-experimental longitudinal design involving an eight-week structured metacognitive reading intervention delivered through planning, monitoring, evaluation, strategic flexibility, and reading self-regulation activities. The psychometric analyses demonstrated satisfactory reliability of the adapted Metacognitive Awareness Inventory (MAI), with Cronbach's
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.