This map shows the geographic impact of Lyn Pemberton'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 Lyn Pemberton with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lyn Pemberton more than expected).
This network shows the impact of papers produced by Lyn Pemberton. 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 Lyn Pemberton. The network helps show where Lyn Pemberton may publish in the future.
Co-authorship network of co-authors of Lyn Pemberton
This figure shows the co-authorship network connecting the top 25 collaborators of Lyn Pemberton.
A scholar is included among the top collaborators of Lyn Pemberton 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 Lyn Pemberton. Lyn Pemberton is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Candello, Heloísa & Lyn Pemberton. (2011). Analysing the experience of being guided by a mobile guide app. 21–52.1 indexed citations
5.
Pemberton, Lyn. (2011). Politeness in interaction design. University of Brighton Repository (University of Brighton).2 indexed citations
6.
Pemberton, Lyn, Marcus Winter, & Sanaz Fallahkhair. (2010). Collaborative Mobile Knowledge Sharing for Language Learners. University of Brighton Repository (University of Brighton). 6(1). 144–148.14 indexed citations
Andone, Diana, et al.. (2007). E-learning environments for digitally-minded students. University of Brighton Repository (University of Brighton). 18(1). 41–53.27 indexed citations
9.
Andone, Diana, Jon Dron, & Lyn Pemberton. (2006). A dual device scenario for digital students - Dimple. 201–207.2 indexed citations
10.
Andone, Diana, et al.. (2006). Digital Students Across Europe. University of Brighton Repository (University of Brighton). 2006(1). 1741–1748.6 indexed citations
11.
Pemberton, Lyn, et al.. (2006). Participatory Design in a Technology Resistant Domain. Participatory Design Conference. 121–124.1 indexed citations
12.
Pemberton, Lyn, Sanaz Fallahkhair, & Judith Masthoff. (2005). Learner centred development of cross platform language learning support system. University of Brighton Repository (University of Brighton). 8(4). 52–63.6 indexed citations
13.
Pemberton, Lyn, Sanaz Fallahkhair, & Judith Masthoff. (2005). Learner Centred Development of a Mobile and iTV Language Learning Support System. 8(4). 52–63.10 indexed citations
14.
Pemberton, Lyn, Sanaz Fallahkhair, & Judith Masthoff. (2004). Towards a theoretical framework for informal language learning. 27–34.1 indexed citations
15.
Pemberton, Lyn, Sanaz Fallahkhair, & Judith Masthoff. (2004). Towards a theoretical framework for informal language via interactive television. University of Brighton Repository (University of Brighton). 27–34.1 indexed citations
Paris, Cécile, Keith Vander Linden, Markus Fischer, et al.. (1995). A support tool for writing multilingual instructions. International Joint Conference on Artificial Intelligence. 1398–1404.68 indexed citations
Pemberton, Lyn. (1987). The Narrative Structure of the Siege. Indiana Magazine of History (Indiana University). 12(2). 95–124.
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.