Kirsten Berthold

2.3k total citations
57 papers, 1.6k citations indexed

About

Kirsten Berthold is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Kirsten Berthold has authored 57 papers receiving a total of 1.6k indexed citations (citations by other indexed papers that have themselves been cited), including 47 papers in Developmental and Educational Psychology, 31 papers in Experimental and Cognitive Psychology and 28 papers in Education. Recurrent topics in Kirsten Berthold's work include Innovative Teaching and Learning Methods (34 papers), Visual and Cognitive Learning Processes (31 papers) and Educational Strategies and Epistemologies (25 papers). Kirsten Berthold is often cited by papers focused on Innovative Teaching and Learning Methods (34 papers), Visual and Cognitive Learning Processes (31 papers) and Educational Strategies and Epistemologies (25 papers). Kirsten Berthold collaborates with scholars based in Germany, Switzerland and Netherlands. Kirsten Berthold's co-authors include Alexander Renkl, Julian Roelle, Matthias Nückles, Tessa H.S. Eysink, Rolf Schwonke, Stefan Fries, Sebastian Schmid, Bas Kollöffel, Tobias Richter and Maria Opfermann and has published in prestigious journals such as SHILAP Revista de lepidopterología, PLoS ONE and Journal of Educational Psychology.

In The Last Decade

Kirsten Berthold

55 papers receiving 1.5k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Kirsten Berthold Germany 22 1.2k 815 749 325 168 57 1.6k
Vincent Hoogerheide Netherlands 20 632 0.5× 452 0.6× 609 0.8× 190 0.6× 109 0.6× 36 1.1k
Jörg Wittwer Germany 19 605 0.5× 539 0.7× 392 0.5× 258 0.8× 62 0.4× 54 1.1k
Eileen Kintsch United States 14 1.1k 0.9× 553 0.7× 347 0.5× 528 1.6× 180 1.1× 17 1.6k
John L. Nietfeld United States 22 1.1k 0.9× 959 1.2× 447 0.6× 133 0.4× 146 0.9× 49 1.9k
Catherine C. Chase United States 14 623 0.5× 570 0.7× 314 0.4× 248 0.8× 57 0.3× 23 1.2k
Louis Alfieri United States 7 667 0.6× 813 1.0× 346 0.5× 113 0.3× 125 0.7× 10 1.4k
Pooja K. Agarwal United States 16 905 0.8× 671 0.8× 475 0.6× 458 1.4× 847 5.0× 28 1.8k
Thierry Olive France 21 945 0.8× 1.2k 1.4× 292 0.4× 160 0.5× 289 1.7× 64 1.8k
Sharon Tindall‐Ford Australia 14 472 0.4× 466 0.6× 583 0.8× 189 0.6× 98 0.6× 39 1.1k
Keith Millis United States 22 1.1k 0.9× 344 0.4× 563 0.8× 495 1.5× 536 3.2× 48 1.9k

Countries citing papers authored by Kirsten Berthold

Since Specialization
Citations

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

Fields of papers citing papers by Kirsten Berthold

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Kirsten Berthold

This figure shows the co-authorship network connecting the top 25 collaborators of Kirsten Berthold. A scholar is included among the top collaborators of Kirsten Berthold 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 Kirsten Berthold. Kirsten Berthold 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.
Grund, Axel, et al.. (2024). Adaptation of quizzing in learning psychology concepts. Learning and Instruction. 95. 102028–102028. 3 indexed citations
2.
Kubik, Veit, et al.. (2023). Can prompts improve self-explaining an online video lecture? Yes, but do not disturb!. International Journal of Educational Technology in Higher Education. 20(1). 15–15. 12 indexed citations
3.
Berthold, Kirsten, et al.. (2023). Promoting online learning processes and outcomes via video examples and prompts. Interactive Learning Environments. 1–13. 6 indexed citations
4.
Roelle, Julian, et al.. (2022). Empirische Arbeit: Prompts im Lerntagebuch fördern die Reflexion von Lehramtsstudierenden im Praxissemester. Psychologie in Erziehung und Unterricht. 69(4).
5.
Fries, Stefan, et al.. (2021). Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment. Journal of Applied Research in Memory and Cognition. 10(4). 603–620. 3 indexed citations
6.
Fries, Stefan, et al.. (2021). Adaptive practice quizzing in a university lecture: A pre-registered field experiment.. Journal of Applied Research in Memory and Cognition. 10(4). 603–620. 8 indexed citations
7.
Roelle, Julian, et al.. (2018). Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions. The Journal of Experimental Education. 87(2). 299–313. 4 indexed citations
8.
Grund, Axel, et al.. (2018). Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking. Frontiers in Psychology. 9. 2596–2596. 19 indexed citations
9.
Roelle, Julian & Kirsten Berthold. (2017). Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters. Learning and Instruction. 49. 142–156. 63 indexed citations
10.
Renkl, Alexander, et al.. (2017). Training Interventions to Foster Skill and Will of Argumentative Thinking. The Journal of Experimental Education. 86(3). 325–343. 13 indexed citations
11.
Roelle, Julian, et al.. (2016). Do cognitive and metacognitive processes set the stage for each other?. Learning and Instruction. 50. 54–64. 34 indexed citations
12.
Roelle, Julian, et al.. (2015). Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework. PLoS ONE. 10(4). e0124115–e0124115. 24 indexed citations
13.
Renkl, Alexander, et al.. (2015). Effects of a training intervention to foster precursors of evaluativist epistemological understanding and intellectual values. Learning and Instruction. 39. 11–22. 34 indexed citations
14.
Richter, Tobias, et al.. (2015). The use of source-related strategies in evaluating multiple psychology texts: a student–scientist comparison. Reading and Writing. 29(8). 1677–1698. 27 indexed citations
15.
Richter, Tobias, et al.. (2014). Judging the plausibility of argumentative statements in scientific texts: An expert-novice comparison. PUB – Publications at Bielefeld University (Bielefeld University). 1 indexed citations
16.
Berthold, Kirsten & Alexander Renkl. (2009). Instructional aids to support a conceptual understanding of multiple representations.. Journal of Educational Psychology. 101(1). 70–87. 170 indexed citations
17.
Berthold, Kirsten & Alexander Renkl. (2007). Wie kann eine aktive Verarbeitung von instruktionalen Erklärungen zu multiplen Repräsentationen gefördert werden? [How can an active processing of instructional explanations on multiple representations be fostered?]. PUB – Publications at Bielefeld University (Bielefeld University). 2 indexed citations
18.
Berthold, Kirsten, Matthias Nückles, & Alexander Renkl. (2007). Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts. Learning and Instruction. 17(5). 564–577. 232 indexed citations
19.
Berthold, Kirsten & Alexander Renkl. (2005). Fostering the Understanding of Multi-Representational Examples by Self-Explanation Prompts. eScholarship (California Digital Library). 27(27). 2 indexed citations
20.
Nückles, Matthias, Rolf Schwonke, Kirsten Berthold, & Alexander Renkl. (2004). The use of public learning diaries in blended learning. FreiDok plus (Universitätsbibliothek Freiburg). 29(1). 49–66. 51 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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