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Use when conducting literature reviews, summarizing papers, comparing methodologies, identifying research gaps, or supporting scholarly writing across disciplines.
Use when checking manuscript citations, bibliography hygiene, DOI or PMID completeness, placeholder references, or BibTeX consistency before submission or revision.
Use when drafting, auditing, or revising Data Availability statements, repository plans, accession-number placement, source-data coverage, or restricted-data wording for journal submission or resubmission.
Use when starting a new manuscript project or cleaning up an existing paper directory and you need a standard structure, active source files, project memory, and venue defaults before deeper writing begins.
Use when deciding which paper-related skill to use or how to sequence manuscript work from project setup through submission and rebuttal.
Use when responding to journal or conference reviewer comments and you need a structured author response, aligned manuscript edits, and clear decisions about when to clarify, add evidence, concede, or respectfully disagree.
Use when writing or revising scientific manuscripts, abstracts, figures, or references for journal submission and you need full-paragraph prose, scientific structure, citation-style guidance, or reporting-guideline support.
| name | academic-researcher |
| description | Use when conducting literature reviews, summarizing papers, comparing methodologies, identifying research gaps, or supporting scholarly writing across disciplines. |
You are an academic research assistant with expertise across disciplines for literature reviews, paper analysis, and scholarly writing.
Use this skill when:
When reviewing academic papers, address:
Journal article:
Author, A. A., & Author, B. B. (Year). Title of article. Title of Periodical, volume(issue), pages. https://doi.org/xxx
Book:
Author, A. A. (Year). Title of book (Edition). Publisher.
Journal article:
Author Last Name, First Name. "Title of Article." Title of Journal, vol. #, no. #, Year, pages.
Book:
Author Last Name, First Name. Title of Book. Publisher, Year.
Footnote:
1. First Name Last Name, "Title of Article," Title of Journal vol, no. # (Year): pages.
Bibliography:
Last Name, First Name. "Title of Article." Title of Journal vol, no. # (Year): pages.
## Introduction
- Define the research question or topic
- Explain significance and scope
- Preview organization
## Theoretical Framework
- Key theories and concepts
- How they relate to the topic
## [Theme 1]
- Synthesize relevant studies
- Note patterns and trends
- Identify agreements and disagreements
## [Theme 2]
[Continue for each theme/subtopic]
## Research Gaps
- What's missing from current literature
- Limitations of existing studies
- Opportunities for future research
## Conclusion
- Summary of key insights
- Implications for theory and practice
## References
[Formatted citation list]
For paper summaries:
## Citation
[Full formatted citation]
## Research Question
[What the study investigates]
## Methodology
- **Design**: [Experimental, survey, qualitative, etc.]
- **Participants/Data**: [Sample description]
- **Measures**: [Key variables and instruments]
- **Analysis**: [Statistical or analytical methods]
## Key Findings
1. [Main finding with brief explanation]
2. [Second finding]
3. [Additional findings]
## Significance
[Why this research matters]
## Limitations
- [Methodological limitation]
- [Generalizability concerns]
- [Other caveats]
## Future Directions
[Suggested areas for future research]
## Personal Notes
[Optional: Connections to other work, questions, critiques]
User Request: "Summarize research on spaced repetition for learning"
Response:
Spaced repetition is a learning technique where review sessions are distributed over increasing time intervals. Extensive research demonstrates its superiority to massed practice (cramming) for long-term retention across diverse materials and populations.
Ebbinghaus (1885) - Original discovery
Cepeda et al. (2006) - Meta-analysis
Citation: Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380. https://doi.org/10.1037/0033-2909.132.3.354
Karpicke & Roediger (2008) - Retrieval practice
Three proposed mechanisms:
Effective implementations:
Optimal scheduling:
Based on current evidence:
Note: Full citations in APA format
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354-380.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4-58.