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.
Emergence and Characterization of Sex Differences in Spatial Ability: A Meta-Analysis
Countries citing papers authored by Marcia C. Linn
Since
Specialization
Citations
This map shows the geographic impact of Marcia C. Linn'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 Marcia C. Linn with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marcia C. Linn more than expected).
This network shows the impact of papers produced by Marcia C. Linn. 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 Marcia C. Linn. The network helps show where Marcia C. Linn may publish in the future.
Co-authorship network of co-authors of Marcia C. Linn
This figure shows the co-authorship network connecting the top 25 collaborators of Marcia C. Linn.
A scholar is included among the top collaborators of Marcia C. Linn 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 Marcia C. Linn. Marcia C. Linn is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Vitale, Jonathan M., et al.. (2017). Examining the Flow of Ideas During Critique Activities in a Design Project.. Computer Supported Collaborative Learning.1 indexed citations
5.
Matuk, Camillia, Jiayuan Zhang, & Marcia C. Linn. (2017). How middle school students construct and critique graphs to explain cancer treatment. Computer Supported Collaborative Learning. 375–382.1 indexed citations
Vitale, Jonathan M., Kevin Lai, & Marcia C. Linn. (2014). Dynamic Visualization of Motion for Student-Generated Graphs.. ICLS.1 indexed citations
8.
Linn, Marcia C.. (2014). Learning More—with Computers as Lab Partners.
9.
Rafferty, Anna N., Libby Gerard, Kevin W. McElhaney, & Marcia C. Linn. (2013). Automating Guidance for Students' Chemistry Drawings.3 indexed citations
10.
Matuk, Camillia, et al.. (2012). The Idea Manager: A Tool to Scaffold Students in Documenting, Sorting, And Distinguishing Ideas During Science Inquiry.. International Conference of Learning Sciences. 469–470.5 indexed citations
11.
Linn, Marcia C. & Jennifer L. Chiu. (2011). Combining Learning and Assessment to Improve Science Education.. 6. 5–14.8 indexed citations
12.
Ryoo, Kihyun & Marcia C. Linn. (2010). Student progress in understanding energy concepts in photosynthesis using interactive visualizations. International Conference of Learning Sciences. 480–481.3 indexed citations
13.
Lindberg, Sara, Janet Shibley Hyde, Jennifer L. Petersen, & Marcia C. Linn. (2010). New trends in gender and mathematics performance: A meta-analysis.. Psychological Bulletin. 136(6). 1123–1135.616 indexed citations breakdown →
14.
McElhaney, Kevin W. & Marcia C. Linn. (2010). Helping students make controlled experiments more informative. International Conference of Learning Sciences. 786–793.13 indexed citations
15.
McElhaney, Kevin W. & Marcia C. Linn. (2008). Impacts of students' experimentation using a dynamic visualization on their understanding of motion. International Conference of Learning Sciences. 51–58.16 indexed citations
16.
Chiu, Jennifer L. & Marcia C. Linn. (2008). Self-assessment and self-explanation for learning chemistry using dynamic molecular visualizations. International Conference of Learning Sciences. 16–17.7 indexed citations
17.
Linn, Marcia C.. (2006). Technology Enhanced Learning in Science (TELS): Research Programs. Educational technology: The magazine for managers of change in education. 46(3). 54–68.9 indexed citations
18.
Clancy, Michael & Marcia C. Linn. (1996). Designing Pascal Solutions: Case Studies Using Data Structures.7 indexed citations
19.
Linn, Marcia C. & Nancy Butler Songer. (1993). How do students make sense of science. Merrill-palmer Quarterly. 39(1). 47–73.57 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.