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.
The double-edged sword of pedagogy: Instruction limits spontaneous exploration and discovery
2011437 citationsElizabeth Bonawitz, Patrick Shafto et al.profile →
Peers — A (Enhanced Table)
Peers by citation overlap · career bar shows stage (early→late)
cites ·
hero ref
Countries citing papers authored by Patrick Shafto
Since
Specialization
Citations
This map shows the geographic impact of Patrick Shafto'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 Patrick Shafto with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Patrick Shafto more than expected).
This network shows the impact of papers produced by Patrick Shafto. 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 Patrick Shafto. The network helps show where Patrick Shafto may publish in the future.
Co-authorship network of co-authors of Patrick Shafto
This figure shows the co-authorship network connecting the top 25 collaborators of Patrick Shafto.
A scholar is included among the top collaborators of Patrick Shafto 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 Patrick Shafto. Patrick Shafto is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Shafto, Patrick, et al.. (2021). Making Heads or Tails of it: A Competition–Compensation Account of Morphological Deficits in Language Impairment. eScholarship (California Digital Library). 43(43).2 indexed citations
4.
Lu, Chi-Ken, et al.. (2020). Interpretable Deep Gaussian Processes with Moments. International Conference on Artificial Intelligence and Statistics. 613–623.3 indexed citations
Yu, Yue, et al.. (2018). Optimal cooperative inference. International Conference on Artificial Intelligence and Statistics. 376–385.2 indexed citations
Bonawitz, Elizabeth, et al.. (2017). I know what you need to know: Children's developing theory of mind and pedagogical evidence selection.. Cognitive Science.2 indexed citations
12.
Yang, Scott Cheng‐Hsin, et al.. (2017). Unifying recommendation and active learning for human-algorithm interactions.. Cognitive Science.2 indexed citations
13.
Yu, Yue, Elizabeth Bonawitz, & Patrick Shafto. (2017). Inconvenient samples: Modeling the effects of non-consent by coupling observational and experimental results.. Cognitive Science.3 indexed citations
14.
Durkin, Kelley, et al.. (2015). Explaining Choice Behavior: The Intentional Selection Assumption.. Cognitive Science.1 indexed citations
15.
Noles, Nicholaus S., Judith H. Danovitch, & Patrick Shafto. (2015). Children's Trust in Technological and Human Informants.. Cognitive Science.9 indexed citations
16.
Landrum, Asheley R., et al.. (2015). More than true: Developmental changes in use of the inductive strength for selective trust.. Cognitive Science.3 indexed citations
17.
Shafto, Patrick, et al.. (2010). Prior expectations in pedagogical situations. eScholarship (California Digital Library). 32(32).3 indexed citations
18.
Bonawitz, Elizabeth, et al.. (2009). The Double-edged Sword of Pedagogy: Modeling the Effect of Pedagogical Contexts on Preschoolers’ Exploratory Play. eScholarship (California Digital Library). 31(31).24 indexed citations
19.
Shafto, Patrick & Noah D. Goodman. (2008). A Bayesian model of pedagogical reasoning. National Conference on Artificial Intelligence. 101–102.1 indexed citations
20.
Coley, John D., et al.. (2005). Context-Sensitive Induction. eScholarship (California Digital Library). 27(27).8 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.