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.
Categorization and Representation of Physics Problems by Experts and Novices*
19813.5k citationsT. H. Michelene, Paul J. Feltovich et al.profile →
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
This map shows the geographic impact of Robert Glaser'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 Robert Glaser with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Robert Glaser more than expected).
This network shows the impact of papers produced by Robert Glaser. 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 Robert Glaser. The network helps show where Robert Glaser may publish in the future.
Co-authorship network of co-authors of Robert Glaser
This figure shows the co-authorship network connecting the top 25 collaborators of Robert Glaser.
A scholar is included among the top collaborators of Robert Glaser 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 Robert Glaser. Robert Glaser 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.
Glaser, Robert, et al.. (2019). Recommendation for biological evaluation of bioreactor performance for microbial processes. Zürcher Hochschule für Angewandte Wissenschaften digital collection (Zurich University of Applied Sciences).2 indexed citations
Glaser, Robert. (2000). Educational design and cognitive science.13 indexed citations
6.
Raghavan, Kalyani, et al.. (1997). The impact of model-centered instruction on student learning: the area and volume units. 16(2). 363–404.8 indexed citations
Lesgold, Alan M., et al.. (1988). Expertise in a complex skill: Diagnosing x-ray pictures.. Journal of Forensic Sciences. 26(1). 6–11.343 indexed citations
10.
Segal, Judith, Susan F. Chipman, & Robert Glaser. (1985). Relating instruction to research.23 indexed citations
11.
Chipman, Susan F., Judith Segal, & Robert Glaser. (1985). Research and open questions.26 indexed citations
Glaser, Robert & James W. Pellegrino. (1979). Cognitive Process Analysis of Aptitude: The Nature of Inductive Reasoning Tasks.. 14(14). 26–30.1 indexed citations
Holzman, Thomas G. & Robert Glaser. (1977). Developing Computer Literacy in Children: Some Observations and Suggestions.. Educational Technology archive.4 indexed citations
Webster, Edward, Leonard W. Ferguson, Robert Glaser, et al.. (1963). Industrial Psychology. The American Journal of Psychology. 76(2). 343–343.4 indexed citations
19.
Glaser, Robert. (1962). Training research and education. University of Pittsburgh Press eBooks.327 indexed citations
20.
Glaser, Robert & Murray Glanzer. (1958). ABSTRACT OF TRAINING AND TRAINING RESEARCH.
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.