There is a quiet crisis unfolding in classrooms every day. A child stares at a math problem, guesses, erases, guesses again. A teacher marks the answer wrong and moves on. What nobody records is the hesitation, the number of attempts, the specific type of error — the behavioral fingerprint of a mind that isn't failing, but struggling in a very particular way. By the time a formal assessment flags the problem, months of foundational learning may already be lost. Researchers at

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