World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
60
Citations
45539
World Ranking
3454
National Ranking
1940

Overview

Robert Glaser was affiliated with the University of Pittsburgh in the United States. Their academic career encompassed various aspects of research within their fields of study, although specific areas of focus were not detailed in the available information.

There was no recorded list of recent papers or frequent publication venues attributed to Robert Glaser. Similarly, no frequent co-authors or book publications were identified in the source data.

Glaser's documented profile did not include specific awards or honors nor particular main topics or subfields of study linked to their research activities.

The scientific contributions and career details reflect a professional background tied to a reputable institution, with the available data indicating that Robert Glaser is deceased.

Best Publications

  • Categorization and Representation of Physics Problems by Experts and Novices

    Michelene T. H. Chi;Paul J. Feltovich;Robert Glaser

  • Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems

    Michelene T.H. Chi;Miriam Bassok;Matthew W. Lewis;Peter Reimann

  • The Nature of Expertise

    Michelene T.H. Chi;Robert Glaser;Marshall J. Farr

  • Knowing What Students Know: The Science and Design of Educational Assessment

    James W. Pellegrino;Naomi Chudowsky;Robert Glaser

  • Expertise in Problem Solving.

    Michelene T H Chi;Robert Glaser;Ernest Rees

  • Advances in Instructional Psychology

    Robert Glaser

  • Education and Thinking: The Role of Knowledge.

    Robert Glaser

  • Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems

    Unknown

  • Expertise in a complex skill: Diagnosing x-ray pictures.

    Alan Lesgold;Harriet Rubinson;Paul Feltovich;Robert Glaser

  • Instructional technology and the measurement of learing outcomes: Some questions.

    Robert Glaser

  • Learning Theory and the Study of Instruction

    Robert Glaser;Miriam Bassok

  • Students' understanding of the objectives and procedures of experimentation in the science classroom.

    Leona Schauble;Robert Glaser;Richard A. Duschl;Sharon Schulze

  • Thinking and learning skills

    Susan F. Chipman;Judith W. Segal;Robert Glaser

  • A Large-Scale Evaluation of an Intelligent Discovery World: Smithtown

    Valerie J. Shute;Robert Glaser

  • Innovations in learning : new environments for education

    Leona Schauble;Robert Glaser

  • The Reemergence of Learning Theory within Instructional Research.

    Robert Glaser

  • Chapter 9: Assessment, Testing, and Instruction: Retrospect and Prospect:

    Robert Glaser;Edward Silver

  • The maturing of the relationship between the science of learning and cognition and educational practice

    Robert Glaser

  • Components of geometric analogy solution

    Timothy M. Mulholland;James W. Pellegrino;Robert Glaser

  • Investigating the Cognitive Complexity of Science Assessments

    Gail P. Baxter;Robert Glaser

  • Training research and education

    Robert Glaser

  • Diagnostic Monitoring of Skill and Knowledge Acquisition

    Norman Frederiksen;Robert Glaser;Alan Lesgold;Michael G. Shafto

  • Cognitive psychology and instruction

    Ziva R. Peleg;Alan M. Lesgold;James W. Pellegrino;Sipke D. Fokkema

  • TEACHING MACHINES AND PROGRAMMED LEARNING, A SOURCE BOOK.

    Arthur A. Lumsdaine;Robert Glaser

  • Cognition and Instruction: Mind, Development, and Community

    Robert Glaser

  • Thinking and Learning Skills : Volume 2: Research and Open Questions

    S. F. Chipman;J. W. Segal;R. Glaser

Frequent Co-Authors

Michelene T. H. Chi
Michelene T. H. Chi Arizona State University
Richard C. Anderson
Richard C. Anderson University of Illinois at Urbana-Champaign
James G. Greeno
James G. Greeno University of Pittsburgh

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Related Online Degrees & Career Pathways

When considering a degree in psychology, it’s important to explore the variety of online degrees and professional pathways available. Many students pursue online master’s programs in areas such as counseling, clinical psychology, or marriage and family therapy (MFT). These flexible programs offer a convenient way to balance studies with work or personal commitments.

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Whether you choose to become a therapist, counselor, or pursue another psychology-related role, online education can provide a strong foundation. Always ensure your chosen program is accredited and will satisfy the requirements for your intended career path and location.

Best Scientists Citing Robert Glaser