jedpsych-literature-positioning — independently scanned and version-tracked by SaferSkills.
SaferSkills independently audited jedpsych-literature-positioning (Agent Skill) and scored it 100/100 (green). The audit ran 55 deterministic rules across Security, Supply Chain, Maintenance, Transparency, and Community; it found 0 high-severity and 0 lower-severity findings. The full rule-by-rule trace and per-finding evidence are below. Free, methodology-open.
Findings & checks · 0 flagged
Every scanned point with the score it earned and what moved between them.
First recorded scan — no prior version to compare against.
The primary manifest — the file an agent reads to learn what this artifact does.
The Journal of Educational Psychology allows a fuller introduction than a short-report venue — manuscripts generally run up to 12,000 words (检索于 2026-06；以官网为准) — but length is not license to survey. Positioning must establish the open question in learning/instruction, the closest prior work, and the precise advance your study makes. JEP reviewers are subject-matter experts who know the relevant literature cold, so a vague or selective review reads as a weak contribution, not a thorough one.
problem matters for theory and for practice — not a textbook history of the construct.
instruction or process — and why settling it matters for educational psychology. Avoid "little is known."
design, and what is new (novel mechanism test, classroom-level evidence for a lab effect, boundary condition, longitudinal trajectory, or rigorous replication in an authentic setting).
you extend or overturn; explain how your design improves on theirs (nesting, power, measurement, ecological validity). Reviewers at JEP know who you skipped.
the editor sees the educational payoff, not psychology in the abstract.
lab to classroom, a new population) — not as bare repetition. Extensions should state the new boundary, mechanism, or grade/subject context tested.
JEP has room for a real literature engagement, but every citation should earn a role. Sort candidates and prune redundancy.
| Role | Keep? | Why it earns a slot at JEP |
|---|---|---|
| Defines the open learning/instruction question | always | the gap is not legible without it |
| Closest prior study you extend / overturn | always | this is the contribution's contrast class |
| Theory/mechanism source | always | JEP is theory-driven; mechanism must be grounded |
| Measurement / construct provenance | usually | reviewers check construct validity of learning measures |
| Practice / policy anchor | one or two | the educational-relevance signal editors screen for |
| Background-completeness citation | prune | depth on the contrast class beats breadth of coverage |
A field trial positions against an influential but lab-bound strategy-instruction finding. Weak framing: "A large literature has studied reading-comprehension strategies (refs 1–40)." Venue-fit framing:
Stakes: Whether explicit strategy instruction transfers to novel-text
comprehension is a load-bearing claim for reading curricula.
Gap: The strongest demonstrations are short lab studies with researcher-
delivered scripts; classroom-level, teacher-delivered effects on
transfer under realistic conditions are largely untested.
Contribution (stated by the end of the Introduction):
A cluster-randomized, teacher-delivered trial (48 classrooms) tests
the classroom-level transfer effect AND its metacognitive mediator.
Practice: Speaks directly to whether the strategy belongs in core instruction.| Reviewer pushback | JEP fix |
|---|---|
| "Contribution is incremental" | name the decisive advance (level, mechanism, setting), not a longer literature tour |
| "Ignores [closest study]" | engage it directly; explain how your design improves on it |
| "First to show" overclaim | downgrade to "first classroom-level / teacher-delivered test of"; cite priors honestly |
| "No educational relevance argued" | add the instruction/assessment/policy link the editor screens for |
| "Reads as a survey" | cut chronological coverage; deepen the contrast class |
【Question + stakes】why it matters for learning theory and practice
【Gap】what is unresolved / contested / untested
【Contribution】novel mechanism / classroom-level / boundary / longitudinal / replication — stated early?
【Contrast class】the closest prior studies engaged directly
【Practice link】who in education inherits the claim
【Next】jedpsych-study-design../../resources/official-source-map.md — word format and APA 7th style~30 seconds. Free. No account. Every finding cites a rule and a line of evidence.