The irreducible epistemic atoms underlying the curriculum. 4,828 atoms across 8 types and 2 molecules
When a task produces boredom through severe under-challenge (skill level exceeds task demands by 3+ points on a 10-point scale), inject complexity by adding constraints, combining tasks, or converting execution into teaching rather than forcing continued engagement through willpower.
Frame exploratory work with broad open-ended questions to recruit I-type curiosity (pleasurable anticipation), and frame convergent problem-solving with specific gap-closing questions to recruit D-type curiosity (need-state tension), matching curiosity type to the cognitive demands of the task.