Ernest T. Goetz

5.5k total citations · 1 hit paper
62 papers, 3.6k citations indexed

About

Ernest T. Goetz is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Ernest T. Goetz has authored 62 papers receiving a total of 3.6k indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Developmental and Educational Psychology, 21 papers in Education and 19 papers in Experimental and Cognitive Psychology. Recurrent topics in Ernest T. Goetz's work include Reading and Literacy Development (22 papers), Educational Strategies and Epistemologies (16 papers) and Visual and Cognitive Learning Processes (9 papers). Ernest T. Goetz is often cited by papers focused on Reading and Literacy Development (22 papers), Educational Strategies and Epistemologies (16 papers) and Visual and Cognitive Learning Processes (9 papers). Ernest T. Goetz collaborates with scholars based in United States, China and Germany. Ernest T. Goetz's co-authors include Wendy Keeney-Kennicutt, Zahira Merchant, Trina J. Davis, Lauren Cıfuentes, Mark Sadoski, Diane L. Schallert, Richard C. Anderson, Ralph E. Reynolds, Patricia A. Alexander and Claire E. Weinstein and has published in prestigious journals such as Journal of Educational Psychology, Computers & Education and American Educational Research Journal.

In The Last Decade

Ernest T. Goetz

59 papers receiving 2.9k citations

Hit Papers

align trajectories

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.

Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

2013 1.1k citations Zahira Merchant, Ernest T. Goetz et al. profile →

Peers

Ernest T. Goetz

DEP

EDUCA

ECP

HI

CN

Herre van Oostendorp Netherlands

John B. Black United States

Huib K. Tabbers Netherlands

Roland Brünken Germany

Wolfgang Schnotz Germany

Juhani E. Tuovinen Australia

Bruce D. Homer United States

Paul Ayres Australia

Mitchell J. Nathan United States

Peter Gerjets Germany

Herre van Oostendorp Netherlands

Ernest T. Goetz

2.4k ×1.3

DEP

846 ×0.8

EDUCA

746 ×0.8

ECP

417 ×0.5

HI

322 ×0.7

CN

Citations per year, relative to Ernest T. Goetz Ernest T. Goetz (= 1×) peers Herre van Oostendorp

Countries citing papers authored by Ernest T. Goetz

Since Specialization

Citations

This map shows the geographic impact of Ernest T. Goetz'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 Ernest T. Goetz with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ernest T. Goetz more than expected).

Fields of papers citing papers by Ernest T. Goetz

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ernest T. Goetz. 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 Ernest T. Goetz. The network helps show where Ernest T. Goetz may publish in the future.

Co-authorship network of co-authors of Ernest T. Goetz

This figure shows the co-authorship network connecting the top 25 collaborators of Ernest T. Goetz. A scholar is included among the top collaborators of Ernest T. Goetz 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 Ernest T. Goetz. Ernest T. Goetz is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

1.

Merchant, Zahira, et al.. (2015). Predicting Undergraduate Students' Acceptance of Second Life for Teaching Chemistry. 5 indexed citations

2.

Goetz, Ernest T., et al.. (2007). The Role of Imagery in the Production of Written Definitions. Reading Psychology. 28(3). 241–256. 12 indexed citations

3.

Goetz, Ernest T., et al.. (2000). Signal Delay Effects on Rapport in Telepsychiatry. CyberPsychology & Behavior. 3(2). 119–127. 19 indexed citations

4.

Sadoski, Mark, et al.. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types.. Journal of Educational Psychology. 92(1). 85–95. 114 indexed citations

5.

Sadoski, Mark, et al.. (1997). Concreteness and imagery effects in the written composition of definitions.. Journal of Educational Psychology. 89(3). 518–526. 51 indexed citations

6.

Goetz, Ernest T. & Mark Sadoski. (1995). The Perils of Seduction Revisited: A Reply to Wade, Alexander, Schraw, and Kulikowich. Reading Research Quarterly. 30(3). 518–518. 11 indexed citations

7.

Sadoski, Mark, Ernest T. Goetz, & Enrique Ávila‍. (1995). Concreteness Effects in Text Recall: Dual Coding or Context Availability?. Reading Research Quarterly. 30(2). 278–278. 35 indexed citations

8.

Goetz, Ernest T., et al.. (1994). Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers: A Test of the Interactive-Compensatory Hypothesis. Reading Research Quarterly. 29(2). 178–178. 29 indexed citations

9.

Sadoski, Mark, et al.. (1993). Impact of concreteness on comprehensibility, interest, and memory for text: Implications for dual coding theory and text design.. Journal of Educational Psychology. 85(2). 291–304. 11 indexed citations

10.

Goetz, Ernest T., et al.. (1992). Causal models of literacy acquisition. Reading Research and Instruction. 31(4). 1–10. 1 indexed citations

11.

Goetz, Ernest T., et al.. (1992). The Structure of Emotional Response in Reading a Literary Text: Quantitative and Qualitative Analyses. Reading Research Quarterly. 27(4). 360–360. 6 indexed citations

12.

Sadoski, Mark, Allan Paivio, & Ernest T. Goetz. (1991). Commentary: A Critique of Schema Theory in Reading and a Dual Coding Alternative. Reading Research Quarterly. 26(4). 463–463. 112 indexed citations

13.

Goetz, Ernest T., Mark Sadoski, & Arturo Olivárez. (1991). GETTING A READING ON READER RESPONSE: RELATIONSHIPS BETWEEN IMAGERY, AFFECT, AND IMPORTANCE RATINGS, RECALL, AND IMAGERY REPORTS. Reading Psychology. 12(1). 13–26. 8 indexed citations

14.

Reynolds, Ralph E., et al.. (1990). Differences in the use of selective attention by more successful and less successful tenth-grade readers.. Journal of Educational Psychology. 82(4). 749–759. 22 indexed citations

15.

Goetz, Ernest T.. (1990). Getting a Reading on Reader Response: Relationships between Ratings, Recall, and Imagery Reports.. 1 indexed citations

16.

Goetz, Ernest T., Richard C. Anderson, & Diane L. Schallert. (1981). The representation of sentences in memory. Journal of Verbal Learning and Verbal Behavior. 20(4). 369–385. 29 indexed citations

17.

Goetz, Ernest T.. (1977). Inferences in the Comprehension of and Memory for Text. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 40 indexed citations

18.

Anderson, Richard C. E., Ralph E. Reynolds, Diane L. Schallert, & Ernest T. Goetz. (1977). Frameworks for Comprehending Discourse. American Educational Research Journal. 14(4). 367–367. 43 indexed citations

19.

Adams, Jack A. & Ernest T. Goetz. (1973). Feedback and Practice as Variables in Error Detection and Correction. Journal of Motor Behavior. 5(4). 217–224. 46 indexed citations

20.

Adams, Jack A., et al.. (1972). Response feedback and motor learning.. Journal of Experimental Psychology. 92(3). 391–397. 77 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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