Learning and Memory: An Integrated Approach
Impact in
- Education 128
- Authors
- John R. Anderson
- Journal
- Medical Entomology and Zoology
In The Last Decade
doi.org/w4883128 →Countries where authors are citing Learning and Memory: An Integrated Approach
This map shows the geographic impact of Learning and Memory: An Integrated Approach. 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 Learning and Memory: An Integrated Approach with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Learning and Memory: An Integrated Approach more than expected).
Fields of papers citing Learning and Memory: An Integrated Approach
This network shows the impact of Learning and Memory: An Integrated Approach. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Learning and Memory: An Integrated Approach.
About Learning and Memory: An Integrated Approach
This paper, published in 1994, received 631 indexed citations . Written by John R. Anderson. It is primarily cited by scholars working on Developmental and Educational Psychology (188 citations), Education (128 citations), Artificial Intelligence (102 citations), Language and Linguistics (97 citations) and Cognitive Neuroscience (95 citations). Published in Medical Entomology and Zoology.
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/w4883128.