Ellen D. Gagné

1.2k total citations · 1 hit paper
22 papers, 834 citations indexed

About

Ellen D. Gagné is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Ellen D. Gagné has authored 22 papers receiving a total of 834 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 8 papers in Experimental and Cognitive Psychology and 8 papers in Education. Recurrent topics in Ellen D. Gagné's work include Educational Strategies and Epistemologies (8 papers), Visual and Cognitive Learning Processes (5 papers) and Reading and Literacy Development (3 papers). Ellen D. Gagné is often cited by papers focused on Educational Strategies and Epistemologies (8 papers), Visual and Cognitive Learning Processes (5 papers) and Reading and Literacy Development (3 papers). Ellen D. Gagné collaborates with scholars based in United States. Ellen D. Gagné's co-authors include Frank R. Yekovich, Ernst Z. Rothkopf, John W. Moore, Seth Kunen, Donald B. Yarbrough, Richard M. Gargiulo, Steven R. Yussen, Kathleen D. Paget, Robert J. Crutcher and Bruce K. Britton and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Review of Educational Research.

In The Last Decade

Ellen D. Gagné

22 papers receiving 641 citations

Hit Papers

The cognitive psychology of school learning 1985 2026 1998 2012 1985 200 400 600
What are hit papers?

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.

  1. The cognitive psychology of school learning
    1985 638 citations Ellen D. Gagné, Frank R. Yekovich et al. Bibliothèque et Archives nationales du Québec (Québec government) profile →

Peers

Ellen D. Gagné
W. Howard Levie United States
Judith A. Arter United States
Victoria Chou Hare United States
Kenneth Dunn United States
Bonnie B. Armbruster United States
Carla Meister United States
Mark G. Gillingham United States
Judith G. Lambiotte United States
Gary D. Phye United States
Amy M. Shapiro United States
W. Howard Levie United States
Ellen D. Gagné
Citations per year, relative to Ellen D. Gagné Ellen D. Gagné (= 1×) peers W. Howard Levie

Countries citing papers authored by Ellen D. Gagné

Since Specialization
Citations

This map shows the geographic impact of Ellen D. Gagné'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 Ellen D. Gagné with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ellen D. Gagné more than expected).

Fields of papers citing papers by Ellen D. Gagné

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ellen D. Gagné. 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 Ellen D. Gagné. The network helps show where Ellen D. Gagné may publish in the future.

Co-authorship network of co-authors of Ellen D. Gagné

This figure shows the co-authorship network connecting the top 25 collaborators of Ellen D. Gagné. A scholar is included among the top collaborators of Ellen D. Gagné 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 Ellen D. Gagné. Ellen D. Gagné 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.
Gagné, Ellen D.. (1992). La psicología cognitiva del aprendizaje escolar. Dialnet (Universidad de la Rioja). 22 indexed citations
2.
Yarbrough, Donald B. & Ellen D. Gagné. (1987). Metaphor and the free recall of technical text. Discourse Processes. 10(1). 81–91. 6 indexed citations
3.
Gagné, Ellen D., et al.. (1987). The Role of Student Processing of Feedback in Classroom Achievement. Cognition and Instruction. 4(3). 167–186. 5 indexed citations
4.
Gagné, Ellen D., et al.. (1985). The cognitive psychology of school learning. Bibliothèque et Archives nationales du Québec (Québec government). 638 indexed citations breakdown →
5.
Gagné, Ellen D., et al.. (1985). Does Familiarity Have an Effect on Recall Independent of Its Effect on Original Learning?. The Journal of Educational Research. 79(1). 41–45. 3 indexed citations
6.
Gagné, Ellen D., et al.. (1984). The Effects of Text Familiarity and Cohesion on Retrieval of Information Learned from Text. The Journal of Experimental Education. 52(4). 207–213. 4 indexed citations
7.
Gagné, Ellen D. & Bruce K. Britton. (1982). The role of objectives in guiding the organization of information learned from text. Contemporary Educational Psychology. 7(1). 15–25. 1 indexed citations
8.
Gagné, Ellen D., et al.. (1981). The use of cognitive psychology in the development and evaluation of textbooks. Educational Psychologist. 16(2). 83–100. 12 indexed citations
9.
Gagné, Ellen D. & Kathleen D. Paget. (1980). Eight-Month Retention of Instance and Definition Recognition for Educational Psychology Conceptsa. The Journal of Experimental Education. 49(2). 76–83. 1 indexed citations
10.
Gagné, Ellen D., et al.. (1979). The Effect on Children’s Performance of a Discrepancy between Adult Expectancy and Feedback Statements. The Journal of Experimental Education. 47(4). 320–324. 2 indexed citations
11.
Gagné, Ellen D., et al.. (1979). Individual Differences and the Use of Analogies in Technical Text.. 1 indexed citations
12.
Moore, John W., et al.. (1979). The Interactive Effects of Consonant and Dissonant Teacher Expectancy and Feedback Communication on Student Performance in a Natural School Setting. American Educational Research Journal. 16(4). 367–373. 5 indexed citations
13.
Gagné, Ellen D.. (1978). Long-Term Retention of Information Following Learning from Prose. Review of Educational Research. 48(4). 629–629. 2 indexed citations
14.
Gagné, Ellen D.. (1978). Long-term Retention of Information Following Learning from Prose. Review of Educational Research. 48(4). 629–665. 42 indexed citations
15.
Gagné, Ellen D., et al.. (1977). Combined effect of goal organization and test expectations on organization in free recall following learning from text.. Journal of Educational Psychology. 69(4). 428–431. 9 indexed citations
16.
Gagné, Ellen D., et al.. (1977). Encouraging Generosity: A Perspective from Social Learning Theory and Research. The Elementary School Journal. 77(4). 281–291. 4 indexed citations
17.
Gagné, Ellen D. & Ernst Z. Rothkopf. (1975). Text organization and learning goals.. Journal of Educational Psychology. 67(3). 445–450. 37 indexed citations
18.
Yussen, Steven R., Ellen D. Gagné, Richard M. Gargiulo, & Seth Kunen. (1974). The Distinction between Perceiving and Memorizing in Elementary School Children. Child Development. 45(2). 547–547. 7 indexed citations
19.
Yussen, Steven R., Ellen D. Gagné, Richard M. Gargiulo, & Seth Kunen. (1974). The Distinction between Perceiving and Memorizing in Elementary School Children. Child Development. 45(2). 547–551. 11 indexed citations
20.
Moore, John W., et al.. (1973). Acquisition, retention, and transfer in an individualized college physics course.. Journal of Educational Psychology. 64(3). 335–340. 14 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.

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