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.
Countries citing papers authored by Leslie J. Briggs
Since
Specialization
Citations
This map shows the geographic impact of Leslie J. Briggs'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 Leslie J. Briggs with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Leslie J. Briggs more than expected).
Fields of papers citing papers by Leslie J. Briggs
This network shows the impact of papers produced by Leslie J. Briggs. 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 Leslie J. Briggs. The network helps show where Leslie J. Briggs may publish in the future.
Co-authorship network of co-authors of Leslie J. Briggs
This figure shows the co-authorship network connecting the top 25 collaborators of Leslie J. Briggs.
A scholar is included among the top collaborators of Leslie J. Briggs 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 Leslie J. Briggs. Leslie J. Briggs 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.
Martín, Barbara L. & Leslie J. Briggs. (1986). The affective and cognitive domains : integration for instruction and research. Bibliothèque et Archives nationales du Québec (Québec government).124 indexed citations
2.
Briggs, Leslie J.. (1984). Whatever Happened to Motivation and the Affective Domain. Educational Technology archive. 24(5). 33–34.10 indexed citations
Briggs, Leslie J.. (1982). Instructional Design: Present Strengths and Limitations, and a View of the Future.. Educational Technology archive. 22(10). 18–22.12 indexed citations
5.
Hannum, Wallace H. & Leslie J. Briggs. (1982). How Does Instructional Systems Design Differ from Traditional Instruction. Educational Technology archive. 22(1). 9–14.25 indexed citations
6.
Briggs, Leslie J.. (1981). Handbook of procedures for the design of instruction / Leslie J. Briggs, Walter W. Wager. 1981(1981). 1–99.
7.
Briggs, Leslie J.. (1980). Thirty Years of Instructional Design: One Man's Experience.. Educational Technology archive. 20(2). 45–50.15 indexed citations
8.
Briggs, Leslie J., Kent Gustafson, & Murray Tillman. (1977). Instructional design : principles and applications.172 indexed citations
Goldbeck, Robert A. & Leslie J. Briggs. (1960). AN ANALYSIS OF RESPONSE MODE AND FEEDBACK FACTORS IN AUTOMATED INSTRUCTION. Defense Technical Information Center (DTIC).1 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.