Citations per year, relative to Claudia Leacock Claudia Leacock (= 1×)
peers
Joel Tetreault
Countries citing papers authored by Claudia Leacock
Since
Specialization
Citations
This map shows the geographic impact of Claudia Leacock'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 Claudia Leacock with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Claudia Leacock more than expected).
This network shows the impact of papers produced by Claudia Leacock. 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 Claudia Leacock. The network helps show where Claudia Leacock may publish in the future.
Co-authorship network of co-authors of Claudia Leacock
This figure shows the co-authorship network connecting the top 25 collaborators of Claudia Leacock.
A scholar is included among the top collaborators of Claudia Leacock 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 Claudia Leacock. Claudia Leacock 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.
Tetreault, Joel, Jill Burstein, Claudia Leacock, & Helen Yannakoudakis. (2017). Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications.1 indexed citations
Dzikovska, Myroslava O., Rodney D. Nielsen, C. Brew, et al.. (2013). SemEval-2013 Task 7: The Joint Student Response Analysis and 8th Recognizing Textual Entailment Challenge. 2. 263–274.116 indexed citations
5.
Tetreault, Joel, Jill Burstein, & Claudia Leacock. (2011). Proceedings of the Sixth Workshop on Innovative Use of NLP for Building Educational Applications.11 indexed citations
Tetreault, Joel, Jill Burstein, & Claudia Leacock. (2009). Proceedings of the Fourth Workshop on Innovative Use of NLP for Building Educational Applications.6 indexed citations
Han, Na-Rae, Martin Chodorow, & Claudia Leacock. (2004). Detecting Errors in English Article Usage with a Maximum Entropy Classifier Trained on a Large, Diverse Corpus.. Language Resources and Evaluation.29 indexed citations
Leacock, Claudia. (2004). Statistical Analysis of Text in Educational Measurement.1 indexed citations
12.
Burstein, Jill, Martin Chodorow, & Claudia Leacock. (2003). Criterion SM Online Essay Evaluation: An Application for Automated Evaluation of Student Essays. Innovative Applications of Artificial Intelligence. 3–10.83 indexed citations
Shermis, Mark D., Martin Chodorow, & Claudia Leacock. (2002). 特別講演 Techniques for Detecting Syntactic Errors in Text (特集 文章の良さ・読み易さの自動評価に向けて). 102(491). 37–41.1 indexed citations
15.
Chodorow, Martin & Claudia Leacock. (2000). An unsupervised method for detecting grammatical errors. The COCOON platform (University of Paris). 140–147.88 indexed citations
16.
Ravin, Yael & Claudia Leacock. (2000). Polysemy: Theoretical and Computational Approaches. Oxford University Press eBooks.99 indexed citations
Leacock, Claudia, Geoffrey G. Towell, & Ellen M. Voorhees. (1993). Towards Building Contextual Representations of Word Senses Using Statistical Models. MIT Press eBooks. 97–113.20 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.