Exploring the Impact of Artificial Intelligence on the Creativity Perception of Music Practitioners.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 47, doi. 10.3390/jintelligence13040047
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- Publication type:
- Article
Works matching IS 20793200 AND DT 2025 AND VI 13 AND IP 4
Results: 10
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The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 50, doi. 10.3390/jintelligence13040050
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- Article
3
Emotional Intelligence in Portuguese Youth: Age and Gender Differences.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 48, doi. 10.3390/jintelligence13040048
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- Article
4
Practice Testing Facilitates Forward Navigation but Undermines Backward Navigation During Map Learning.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 49, doi. 10.3390/jintelligence13040049
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- Article
5
Introduction to the Special Issue: Advances in Metacognition, Learning, and Reactivity.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 46, doi. 10.3390/jintelligence13040046
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- Publication type:
- Article
6
Automated Graphic Divergent Thinking Assessment: A Multimodal Machine Learning Approach.
- Published in:
- Journal of Intelligence, 2025, v. 13, n. 4, p. 45, doi. 10.3390/jintelligence13040045
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- Article
7
Understanding the Role of Cognitive Abilities and Math Anxiety in Adolescent Math Achievement.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 44, doi. 10.3390/jintelligence13040044
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- Article
8
Can Generative AI and ChatGPT Break Human Supremacy in Mathematics and Reshape Competence in Cognitive-Demanding Problem-Solving Tasks?
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 43, doi. 10.3390/jintelligence13040043
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- Article
9
Emotional Intelligence and Its Relationship with Subjective Well-Being and Academic Achievement in University Students.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 42, doi. 10.3390/jintelligence13040042
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- Article
10
Spatial Reasoning and Its Contribution to Mathematical Performance Across Different Content Domains: Evidence from Chinese Students.
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- Journal of Intelligence, 2025, v. 13, n. 4, p. 41, doi. 10.3390/jintelligence13040041
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- Article