Gary D. Phye

1.3k total citations
39 papers, 937 citations indexed

About

Gary D. Phye is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Gary D. Phye has authored 39 papers receiving a total of 937 indexed citations (citations by other indexed papers that have themselves been cited), including 26 papers in Developmental and Educational Psychology, 14 papers in Experimental and Cognitive Psychology and 12 papers in Education. Recurrent topics in Gary D. Phye's work include Educational and Psychological Assessments (13 papers), Innovative Teaching and Learning Methods (12 papers) and Visual and Cognitive Learning Processes (9 papers). Gary D. Phye is often cited by papers focused on Educational and Psychological Assessments (13 papers), Innovative Teaching and Learning Methods (12 papers) and Visual and Cognitive Learning Processes (9 papers). Gary D. Phye collaborates with scholars based in United States and Germany. Gary D. Phye's co-authors include Karl Josef Klauer, Thierry André, Daniel J. Reschly, Klaus Willmes, Ann D. Thompson, Ana‐Paula Correia, Thomas Bartsch, Juliette O’Connell, Suzanne Hendrich and Ann Thompson and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Review of Educational Research.

In The Last Decade

Gary D. Phye

33 papers receiving 803 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Gary D. Phye United States	16	515	379	286	105	105	39	937
Ernest A. Rakow United States	10	432 0.8×	492 1.3×	195 0.7×	107 1.0×	116 1.1×	23	881
Karl Josef Klauer Germany	15	417 0.8×	287 0.8×	254 0.9×	71 0.7×	84 0.8×	46	728
Stephen T. Peverly United States	19	530 1.0×	653 1.7×	220 0.8×	62 0.6×	93 0.9×	40	1.0k
Lucia A. French United States	14	653 1.3×	678 1.8×	161 0.6×	103 1.0×	127 1.2×	29	1.2k
Herbert J. Klausmeier United States	16	304 0.6×	394 1.0×	217 0.8×	70 0.7×	67 0.6×	89	809
Irene‐Anna N. Diakidoy Cyprus	16	706 1.4×	564 1.5×	254 0.9×	103 1.0×	115 1.1×	32	1.0k
Bobby Hoffman United States	12	321 0.6×	350 0.9×	265 0.9×	128 1.2×	49 0.5×	18	812
Sarah Ransdell United States	19	488 0.9×	484 1.3×	151 0.5×	91 0.9×	246 2.3×	57	1.0k
Peter Winograd United States	17	1.2k 2.3×	883 2.3×	201 0.7×	78 0.7×	103 1.0×	40	1.6k
Antoinette R. Hanson United States	7	359 0.7×	410 1.1×	299 1.0×	231 2.2×	41 0.4×	10	828

Countries citing papers authored by Gary D. Phye

Since Specialization

Citations

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

Fields of papers citing papers by Gary D. Phye

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gary D. Phye

This figure shows the co-authorship network connecting the top 25 collaborators of Gary D. Phye. A scholar is included among the top collaborators of Gary D. Phye 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 Gary D. Phye. Gary D. Phye 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

Correia, Ana‐Paula, et al.. (2018). The application of PhET simulation to teach gas behavior on the submicroscopic level: secondary school students’ perceptions. Research in Science & Technological Education. 37(2). 193–217. 43 indexed citations

Thompson, Ann D., et al.. (2010). A design study of a multimedia instructional grammar program with embedded tracking. Instructional Science. 39(6). 939–974. 7 indexed citations

Hendrich, Suzanne, et al.. (2005). Curbing Migration of Talent in Africa: Initiatives for Collaborative Action.. Iowa State University Digital Repository (Iowa State University). 97(4). 65–68.

O’Connell, Juliette & Gary D. Phye. (2005). Creating Strategies for Improved Teaching and Learning.. THE journal. 32(12). 26–29. 4 indexed citations

Klauer, Karl Josef, Klaus Willmes, & Gary D. Phye. (2002). Inducing Inductive Reasoning: Does It Transfer to Fluid Intelligence?. Contemporary Educational Psychology. 27(1). 1–25. 73 indexed citations

Phye, Gary D.. (2001). Problem-solving instruction and problem-solving transfer: The correspondence issue.. Journal of Educational Psychology. 93(3). 571–578. 2 indexed citations

Phye, Gary D.. (1999). Putting the “Is for” Back into the Study of Cognition and Behavior: Commentary on “Unifying Themes for Educational Psychology”. Educational Psychology Review. 11(2). 117–127. 2 indexed citations

Klauer, Karl Josef & Gary D. Phye. (1994). Cognitive Training for Children: A Developmental Program of Inductive Reasoning and Problem Solving. RWTH Publications (RWTH Aachen). 31 indexed citations

Phye, Gary D., et al.. (1994). Advice and Feedback: Elements of Practice for Problem Solving. Contemporary Educational Psychology. 19(3). 286–301. 48 indexed citations

10.

Phye, Gary D., et al.. (1989). Feedback complexity and practice: Response pattern analysis in retention and transfer. Contemporary Educational Psychology. 14(2). 97–110. 31 indexed citations

11.

Phye, Gary D.. (1989). Schemata training and transfer of an intellectual skill.. Journal of Educational Psychology. 81(3). 347–352. 5 indexed citations

12.

Phye, Gary D., et al.. (1984). Equivalence and concurrent validity of PPVT-R forms L and M for school-age children with special needs. Psychology in the Schools. 21(3). 296–299. 3 indexed citations

13.

Phye, Gary D., et al.. (1981). LEARNER EXPECTATIONS AND THE PROCESSING OF INFORMATIVE FEEDBACK BY YOUNG AND ELDERLY ADULTS. Educational Gerontology. 6(1). 61–67.

14.

Phye, Gary D. & Daniel J. Reschly. (1979). School psychology : perspectives and issues. Medical Entomology and Zoology. 115 indexed citations

15.

Phye, Gary D., et al.. (1978). The effects of physical structure and semantic organization on the recall of prose. Contemporary Educational Psychology. 3(2). 105–117. 3 indexed citations

16.

Phye, Gary D., et al.. (1976). Children's response characteristics in a structured self-paced learning task. Contemporary Educational Psychology. 1(4). 305–313. 2 indexed citations

17.

Phye, Gary D., et al.. (1976). Effects of delayed retention on multiple-choice test performance. Contemporary Educational Psychology. 1(1). 26–36. 12 indexed citations

18.

Bartsch, Thomas, et al.. (1975). An Investigation of the Relationship between Cognitive Tempo and Creativity in Preschool-Age Children. Child Development. 46(3). 779–779. 13 indexed citations

19.

Bartsch, Thomas, et al.. (1975). An Investigation of the Relationship between Cognitive Tempo and Creativity in Preschool-Age Children. Child Development. 46(3). 779–782. 12 indexed citations

20.

Phye, Gary D.. (1973). Backward Learning as a Function of Age. Psychological Reports. 32(1). 167–170.

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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