D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 60 Citations 16,042 139 World Ranking 2122 National Ranking 118

Overview

What is he best known for?

The fields of study he is best known for:

  • Cognitive psychology
  • Artificial intelligence
  • Developmental psychology

Paul van den Broek focuses on Reading, Reading comprehension, Cognitive psychology, Comprehension and Inference. Paul van den Broek interconnects Developmental psychology, Cognitive science, Meaning and Representation in the investigation of issues within Reading. His Reading comprehension research integrates issues from Context effect, Constructivism, Teaching method, Concept learning and Fluency.

In the subject of general Cognitive psychology, his work in Recall is often linked to Event, thereby combining diverse domains of study. The concepts of his Comprehension study are interwoven with issues in Context and Narrative. Paul van den Broek has included themes like Coherence and Natural language processing in his Inference study.

His most cited work include:

  • Causal thinking and the representation of narrative events (778 citations)
  • Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills (404 citations)
  • Sources of Individual Differences in Reading Comprehension and Reading Fluency. (377 citations)

What are the main themes of his work throughout his whole career to date?

His primary areas of study are Reading, Reading comprehension, Comprehension, Cognitive psychology and Narrative. The Reading study combines topics in areas such as Mental representation, Coherence, Natural language processing and Inference, Artificial intelligence. His study looks at the intersection of Reading comprehension and topics like Cognitive science with Knowledge representation and reasoning.

His work carried out in the field of Comprehension brings together such families of science as Developmental psychology, Vocabulary and Representation. When carried out as part of a general Cognitive psychology research project, his work on Recall is frequently linked to work in Facilitation and Event, therefore connecting diverse disciplines of study. The study incorporates disciplines such as Cognitive development, Multimedia and Social psychology in addition to Narrative.

He most often published in these fields:

  • Reading (51.57%)
  • Reading comprehension (44.03%)
  • Comprehension (45.91%)

What were the highlights of his more recent work (between 2017-2021)?

  • Reading (51.57%)
  • Reading comprehension (44.03%)
  • Comprehension (45.91%)

In recent papers he was focusing on the following fields of study:

His primary areas of investigation include Reading, Reading comprehension, Comprehension, Cognitive psychology and Mathematics education. His research in Reading intersects with topics in Working memory, Mental representation, Psycholinguistics and Meaning. His research brings together the fields of Narrative and Reading comprehension.

His Comprehension research incorporates themes from Digital reading, World Wide Web, Presentation, Sentence and Affordance. His study in Cognitive psychology is interdisciplinary in nature, drawing from both Context, Causality and Causal chain. His work on Academic writing and Cooperative learning as part of general Mathematics education research is often related to Function, thus linking different fields of science.

Between 2017 and 2021, his most popular works were:

  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (41 citations)
  • The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (25 citations)
  • Comprehension processes in digital reading (20 citations)

In his most recent research, the most cited papers focused on:

  • Artificial intelligence
  • Mathematics education
  • Educational psychology

His primary scientific interests are in Comprehension, Reading, Reading comprehension, Narrative and Academic writing. His Comprehension research is multidisciplinary, incorporating perspectives in Sentence, Knowledge revision and Digital reading. His work in Reading comprehension addresses subjects such as Literal and figurative language, which are connected to disciplines such as Mental representation.

Paul van den Broek combines subjects such as Meaning, Think aloud protocol and Literal with his study of Narrative. His Academic writing study combines topics in areas such as Context, Perception, Peer feedback and Formative assessment. His research integrates issues of Teaching method, Learner engagement and Academic language in his study of Formative assessment.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Causal thinking and the representation of narrative events

Tom Trabasso;Paul van den Broek.
Journal of Memory and Language (1985)

1374 Citations

Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills

Panayiota A Kendeou;Paul van den Broek;Mary Jane White;Julie S. Lynch.
Journal of Educational Psychology (2009)

686 Citations

Sources of Individual Differences in Reading Comprehension and Reading Fluency.

Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin.
Journal of Educational Psychology (2003)

670 Citations

Logical necessity and transitivity of causal relations in stories

Tom Trabasso;Paul van den Broek;So Young Suh.
Discourse Processes (1989)

606 Citations

Comprehension and memory of narrative texts: Inferences and coherence.

Paul van den Broek.
(1994)

584 Citations

The effects of readers' goals on inference generation and memory for texts.

Paul van den Broek;Robert F. Lorch;Tracy Linderholm;Mary Gustafson.
Memory & Cognition (2001)

530 Citations

The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.

Panayiota Kendeou;Paul van den Broek.
Memory & Cognition (2007)

489 Citations

Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension

Paul van den Broek;David N. Rapp;Panayiota Kendeou.
Discourse Processes (2005)

468 Citations

Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

David N. Rapp;Paul Van Den Broek;Kristen L McMaster;Panayiota A Kendeou.
Scientific Studies of Reading (2007)

456 Citations

The causal inference maker: Towards a process model of inference generation in text comprehension.

Paul van den Broek.
(1990)

433 Citations

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