Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Constructing inferences during narrative text comprehension.
19941.6k citationsArthur C. Graesser et al.profile →
Coh-Metrix: Analysis of text on cohesion and language
2004988 citationsArthur C. Graesser, Zhiqiang Cai et al.profile →
Automated Evaluation of Text and Discourse with Coh-Metrix
2014586 citationsArthur C. Graesser, Zhiqiang Cai et al.profile →
The Construction of Situation Models in Narrative Comprehension: An Event-Indexing Model
1995581 citationsArthur C. Graesser et al.profile →
Better to be frustrated than bored: The incidence, persistence, and impact of learners’ cognitive–affective states during interactions with three different computer-based learning environments
2009565 citationsSidney K. D’Mello, Arthur C. Graesser et al.profile →
Question Asking During Tutoring
1994564 citationsArthur C. Graesser et al.profile →
Coh-Metrix
2011429 citationsArthur C. Graesser et al.profile →
Pronoun Use Reflects Standings in Social Hierarchies
2013366 citationsMoongee Jeon, Arthur C. Graesser et al.profile →
Advancing the Science of Collaborative Problem Solving
2018223 citationsArthur C. Graesser, Samuel Greiff et al.profile →
Citations per year, relative to Arthur C. Graesser Arthur C. Graesser (= 1×)
peers
John D. Bransford
Countries citing papers authored by Arthur C. Graesser
Since
Specialization
Citations
This map shows the geographic impact of Arthur C. Graesser's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Arthur C. Graesser with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Arthur C. Graesser more than expected).
Fields of papers citing papers by Arthur C. Graesser
This network shows the impact of papers produced by Arthur C. Graesser. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Arthur C. Graesser. The network helps show where Arthur C. Graesser may publish in the future.
Co-authorship network of co-authors of Arthur C. Graesser
This figure shows the co-authorship network connecting the top 25 collaborators of Arthur C. Graesser.
A scholar is included among the top collaborators of Arthur C. Graesser based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Arthur C. Graesser. Arthur C. Graesser is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
All Works
20 of 20 papers shown
1.
Graesser, Arthur C., et al.. (2018). Automated Speech Act Categorization of Chat Utterances in Virtual Internships.. Educational Data Mining.1 indexed citations
2.
Graesser, Arthur C., Zhiqiang Cai, Xiangen Hu, et al.. (2017). Assessment of collaborative problem solving.. Open Repository and Bibliography (University of Luxembourg).4 indexed citations
3.
Swartout, William, Benjamin D. Nye, Arno Hartholt, et al.. (2016). Designing a Personal Assistant for Life-Long Learning (PAL3). The Florida AI Research Society. 491–496.14 indexed citations
4.
Swiecki, Zachari, et al.. (2016). Assessing Student-Generated Design Justifications in Engineering Virtual Internships.. Educational Data Mining. 496–501.
5.
Samei, Borhan, Andrew M. Olney, Sean Kelly, et al.. (2014). Domain Independent Assessment of Dialogic Properties of Classroom Discourse. Educational Data Mining. 233–236.16 indexed citations
6.
Graesser, Arthur C., et al.. (2013). Component Model in Discourse Analysis.. Educational Data Mining. 326–327.2 indexed citations
7.
Wang, Jin, Quan Tang, Scotty D. Craig, et al.. (2013). Discovering the relationship between student effort and ability for predicting the performance of technology-assisted learning in a mathematics after-school program. Educational Data Mining. 354–355.
8.
Keshtkar, Fazel, et al.. (2012). Constructing a Personality-Annotated Corpus for Educational Game based on Leary's Rose Framework.. The Florida AI Research Society.1 indexed citations
9.
Rus, Vasile, et al.. (2012). Automated Discovery of Speech Act Categories in Educational Games.. Educational Data Mining. 25–32.22 indexed citations
10.
Graesser, Arthur C., et al.. (2011). Question generation : papers from the AAAI Fall Symposium.1 indexed citations
11.
D’Mello, Sidney K. & Arthur C. Graesser. (2010). Mining Bodily Patterns of Affective Experience during Learning.. Educational Data Mining. 31–40.19 indexed citations
12.
Craig, Scotty D., et al.. (2008). An implementation of vicarious learning environments in middle school classrooms. Society for Information Technology & Teacher Education International Conference. 2008(1). 1060–1064.4 indexed citations
13.
Graesser, Arthur C.. (2007). Autotutor holds conversations with learners that are responsive to their cognitive and emotional states. Educational technology: The magazine for managers of change in education. 47(1). 19–22.25 indexed citations
14.
Cai, Zhiqiang, Arthur C. Graesser, Xiangen Hu, & Matthew Ventura. (2005). Similarity Between Semantic Spaces. eScholarship (California Digital Library). 27(27).5 indexed citations
15.
Jeon, Moongee, Tenaha O’Reilly, Bethany McDaniel, et al.. (2005). Scaffolding Critical Thinking on SEEK. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2005(1). 2123–2128.1 indexed citations
16.
Lu, Shulan & Arthur C. Graesser. (2004). What is Universal in Perceiving, Remembering, and Describing Event Temporal Relations?. eScholarship (California Digital Library). 26(26).
17.
Graesser, Arthur C., et al.. (2002). EBOOK.EXE: A Desktop Authoring Tool for HURAA. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2002(1). 471–476.2 indexed citations
18.
Lu, Shulan, Brent A. Olde, Elisa Cooper, & Arthur C. Graesser. (2001). Individual Difference in Reasoning about Broken Devices: An Eye Tracking Study. eScholarship (California Digital Library). 23(23).2 indexed citations
19.
Graesser, Arthur C., et al.. (2000). Latent Semantic Analysis Captures Casual, Goal-oriented, and Taxonomic Structures. eScholarship (California Digital Library). 22(22).2 indexed citations
20.
Graesser, Arthur C. & Gordon H. Bower. (1990). Inferences and text comprehension. 25.175 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.