Transfer of Learning: Cognition, Instruction, and Reasoning
- Authors
- Robert E. Haskell
In The Last Decade
doi.org/w80923097 →Countries where authors are citing Transfer of Learning: Cognition, Instruction, and Reasoning
This map shows the geographic impact of Transfer of Learning: Cognition, Instruction, and Reasoning. 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 Transfer of Learning: Cognition, Instruction, and Reasoning with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Transfer of Learning: Cognition, Instruction, and Reasoning more than expected).
Fields of papers citing Transfer of Learning: Cognition, Instruction, and Reasoning
This network shows the impact of Transfer of Learning: Cognition, Instruction, and Reasoning. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Transfer of Learning: Cognition, Instruction, and Reasoning.
About Transfer of Learning: Cognition, Instruction, and Reasoning
This paper, published in 2011, received 406 indexed citations . Written by Robert E. Haskell covering the research area of Cognitive Neuroscience and Education. It is primarily cited by scholars working on Education (188 citations), Developmental and Educational Psychology (112 citations) and Social Psychology (40 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.
This paper is also available at doi.org/w80923097.