The rapid integration of Artificial Intelligence (AI) into educational technology promises to revolutionize content creation and assessment. However, the quality and pedagogical alignment of AI-generated content remain critical challenges. This paper investigates the impact of lightweight prompt engineering strategies on the cognitive alignment of AI-generated questions within OneClickQuiz, a Moodle plugin leveraging generative AI. We evaluate three prompt variants-a detailed baseline, a simpler version, and a persona-based approach-across Knowledge, Application, and Analysis levels of Bloom's Taxonomy. Utilizing an automated classification model (from prior work) and human review, our findings demonstrate that explicit, detailed prompts are crucial for precise cognitive alignment. While simpler and persona-based prompts yield clear and relevant questions, they frequently misalign with intended Bloom's levels, generating outputs that are either too complex or deviate from the desired cognitive objective. This study underscores the importance of strategic prompt engineering in fostering pedagogically sound AI-driven educational solutions and advises on optimizing AI for quality content generation in learning analytics and smart learning environments.

OpenAI's ChatGPT (GPT-4 and GPT-4o) and other Large Language Models (LLMs) like Microsoft's Copilot, Google's Gemini 1.5 Pro, and Antrophic's Claude 3.5 Sonnet can be effectively used in various phases of scientific research. Their performance in diverse verbal tasks and reasoning is close to or above the average human level and rapidly increasing, providing those models with a capacity that resembles a relatively high level of theory of mind. The current ability of LLMs to process information about human psychology and communication creates an opportunity for their scientific use in the fields of personality psychology and interpersonal communication skills. This article illustrates the possible uses of GPT-4o and other advanced LLMs for typical tasks in designing self-assessment scales for interpersonal communication skills measurement like the selection and improvement of scale items and evaluation of content validity of scales. The potential for automated item generation and application is illustrated as well. The case study examples are accompanied by prompts for LLMs that can be useful for these purposes. Finally, a summary is provided of the potential benefits of using LLMs in the process of evaluation, design, and improvement of interpersonal communication skills self-assessment scales.

Conceptual entanglement is a crucial phenomenon in quantum cognition because it implies that classical probabilities cannot model non--compositional conceptual phenomena. While several psychological experiments have been developed to test conceptual entanglement, this has not been explored in the context of Natural Language Processing. In this paper, we apply the hypothesis that words of a document are traces of the concepts that a person has in mind when writing the document. Therefore, if these concepts are entangled, we should be able to observe traces of their entanglement in the documents. In particular, we test conceptual entanglement by contrasting language simulations with results obtained from a text corpus. Our analysis indicates that conceptual entanglement is strongly linked to the way in which language is structured. We discuss the implications of this finding in the context of conceptual modeling and of Natural Language Processing.