Keith Millis

3.1k total citations
48 papers, 1.9k citations indexed

About

Keith Millis is a scholar working on Developmental and Educational Psychology, Artificial Intelligence and Experimental and Cognitive Psychology. According to data from OpenAlex, Keith Millis has authored 48 papers receiving a total of 1.9k indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Developmental and Educational Psychology, 21 papers in Artificial Intelligence and 16 papers in Experimental and Cognitive Psychology. Recurrent topics in Keith Millis's work include Reading and Literacy Development (20 papers), Educational Strategies and Epistemologies (15 papers) and Intelligent Tutoring Systems and Adaptive Learning (12 papers). Keith Millis is often cited by papers focused on Reading and Literacy Development (20 papers), Educational Strategies and Epistemologies (15 papers) and Intelligent Tutoring Systems and Adaptive Learning (12 papers). Keith Millis collaborates with scholars based in United States and France. Keith Millis's co-authors include Arthur C. Graesser, Rolf A. Zwaan, Joseph P. Magliano, Marcel Adam Just, Carol Forsyth, Joseph P. Magliano, M. Anne Britt, Danielle S. McNamara, Katja Wiemer-Hastings and Seymore Simon and has published in prestigious journals such as Annual Review of Psychology, Journal of Memory and Language and Memory & Cognition.

In The Last Decade

Keith Millis

47 papers receiving 1.7k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Keith Millis United States 22 1.1k 563 536 495 344 48 1.9k
Carole R. Beal United States 27 905 0.8× 225 0.4× 389 0.7× 377 0.8× 631 1.8× 98 1.8k
Joseph P. Magliano United States 27 1.4k 1.3× 904 1.6× 743 1.4× 444 0.9× 448 1.3× 74 2.6k
Joseph P. Magliano United States 13 735 0.7× 372 0.7× 272 0.5× 462 0.9× 199 0.6× 36 1.3k
Eileen Kintsch United States 14 1.1k 1.0× 347 0.6× 180 0.3× 528 1.1× 553 1.6× 17 1.6k
Vera Woloshyn Canada 17 752 0.7× 273 0.5× 494 0.9× 171 0.3× 591 1.7× 60 1.6k
Ruth H. Maki United States 26 1.2k 1.1× 647 1.1× 935 1.7× 378 0.8× 548 1.6× 61 2.3k
John A. Glover United States 20 766 0.7× 643 1.1× 467 0.9× 303 0.6× 427 1.2× 105 1.6k
Frank R. Yekovich United States 15 698 0.6× 318 0.6× 268 0.5× 190 0.4× 450 1.3× 27 1.3k
Rainer H. Kluwe Germany 14 920 0.9× 384 0.7× 689 1.3× 116 0.2× 679 2.0× 25 1.9k
Roman Taraban United States 19 954 0.9× 251 0.4× 622 1.2× 270 0.5× 491 1.4× 72 1.7k

Countries citing papers authored by Keith Millis

Since Specialization
Citations

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

Fields of papers citing papers by Keith Millis

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Keith Millis. 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 Keith Millis. The network helps show where Keith Millis may publish in the future.

Co-authorship network of co-authors of Keith Millis

This figure shows the co-authorship network connecting the top 25 collaborators of Keith Millis. A scholar is included among the top collaborators of Keith Millis 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 Keith Millis. Keith Millis 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.
Millis, Keith, et al.. (2023). Is viewing a painting like reading a story?: Trans-symbolic comprehension processes and aesthetic responses across two media. Discourse Processes. 60(2). 97–118. 3 indexed citations
2.
Millis, Keith, et al.. (2021). Development and validation of the Aesthetic Processing Preference Scale (APPS).. Psychology of Aesthetics Creativity and the Arts. 17(5). 645–659. 4 indexed citations
3.
Durik, Amanda M., et al.. (2019). Don't go with your gut: Exploring the role of motivation in aesthetic experiences.. Psychology of Aesthetics Creativity and the Arts. 15(1). 28–37. 6 indexed citations
4.
Nye, Benjamin D., et al.. (2014). Exploring real-time student models based on natural-language tutoring sessions.. Educational Data Mining. 253–256. 4 indexed citations
5.
Forsyth, Carol, Arthur C. Graesser, Philip I. Pavlik, Keith Millis, & Borhan Samei. (2014). Discovering Theoretically Grounded Predictors of Shallow vs. Deep- level Learning. Educational Data Mining. 229–232. 7 indexed citations
6.
Lehman, Blair, Sidney K. D’Mello, Amber Chauncey Strain, et al.. (2013). Inducing and Tracking Confusion with Contradictions during Complex Learning. International Journal of Artificial Intelligence in Education. 22(1-2). 85–105. 32 indexed citations
7.
Forsyth, Carol, Philip I. Pavlik, Arthur C. Graesser, et al.. (2012). Learning Gains for Core Concepts in a Serious Game on Scientific Reasoning.. Educational Data Mining. 172–175. 12 indexed citations
8.
Magliano, Joseph P., et al.. (2010). Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT). Metacognition and Learning. 6(2). 131–154. 55 indexed citations
9.
Millis, Keith, et al.. (2009). Learning Scientific Inquiry by Asking Questions in an Educational Game. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education. 2009(1). 2951–2956. 2 indexed citations
10.
Magliano, Joseph P., et al.. (2008). Assessing the Structure of Verbal Protocols. Proceedings of the Annual Meeting of the Cognitive Science Society. 30(30). 465–6. 1 indexed citations
11.
Millis, Keith, et al.. (2006). Measuring Discourse-Level Processes With Verbal Protocols and Latent Semantic Analysis. Scientific Studies of Reading. 10(3). 225–240. 36 indexed citations
12.
Millis, Keith, et al.. (2004). Identifying reading strategies using latent semantic analysis: Comparing semantic benchmarks. Behavior Research Methods, Instruments, & Computers. 36(2). 213–221. 23 indexed citations
13.
Kurby, Christopher A., et al.. (2003). Computerizing reading training: Evaluation of a latent semantic analysis space for science text. Behavior Research Methods, Instruments, & Computers. 35(2). 244–250. 10 indexed citations
14.
Magliano, Joseph P. & Keith Millis. (2003). Assessing Reading Skill With a Think-Aloud Procedure and Latent Semantic Analysis. Cognition and Instruction. 21(3). 251–283. 132 indexed citations
15.
Magliano, Joseph P., et al.. (2002). Using latent semantic analysis to assess reader strategies. Behavior Research Methods, Instruments, & Computers. 34(2). 181–188. 40 indexed citations
16.
Millis, Keith, et al.. (1998). Resource allocation during the rereading of scientific texts. Memory & Cognition. 26(2). 232–246. 60 indexed citations
17.
Millis, Keith & Marcel Adam Just. (1994). The Influence of Connectives on Sentence Comprehension. Journal of Memory and Language. 33(1). 128–147. 158 indexed citations
18.
Millis, Keith, et al.. (1994). Spatial Representations and Updating Situation Models. Reading Research Quarterly. 29(4). 368–368. 5 indexed citations
19.
Millis, Keith, Arthur C. Graesser, & Karl Haberlandt. (1993). The impact of connectives on the memory for expository texts. Applied Cognitive Psychology. 7(4). 317–339. 55 indexed citations
20.
Millis, Keith & Robert A. Neimeyer. (1990). A Test of the Dichotomy Corollary: Propositions Versus Constructs as Basic Cognitive Units. 3(2). 167–181. 13 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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