| Year |
Citation |
Score |
| 1999 |
Wiley J, Voss JF. Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text Journal of Educational Psychology. 91: 301-311. DOI: 10.1037/0022-0663.91.2.301 |
0.529 |
|
| 1998 |
Voss JF. Issues in the learning of history Issues in Education. 4: 163-209. DOI: 10.1016/S1080-9724(99)00002-6 |
0.319 |
|
| 1997 |
Voss JF, Wiley J. Developing understanding while writing essays in history International Journal of Educational Research. 27: 255-265. DOI: 10.1016/S0883-0355(97)89733-9 |
0.551 |
|
| 1997 |
Voss JF, Wiley J. Conceptual understanding in history European Journal of Psychology of Education. 12: 147-158. DOI: 10.1007/Bf03173082 |
0.526 |
|
| 1996 |
Means ML, Voss JF. Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels Cognition and Instruction. 14: 139-178. DOI: 10.1207/S1532690Xci1402_1 |
0.34 |
|
| 1996 |
Voss JF, Silfies LN. Learning from history text: The interaction of knowledge and comprehension skill with text structure Cognition and Instruction. 14: 45-68. DOI: 10.1207/S1532690Xci1401_2 |
0.366 |
|
| 1996 |
Voss JF, Wiley J, Ciarrochi J, Foltz P, Silfies L. Race and the representation of discourse: Fictitious scenarios and the O.J. Simpson case Discourse Processes. 22: 103-144. DOI: 10.1080/01638539609544969 |
0.494 |
|
| 1996 |
Wiley J, Voss JF. The Effects of ‘Playing Historian’ on Learning in History Applied Cognitive Psychology. 10: 63-72. DOI: 10.1002/(Sici)1099-0720(199611)10:7<63::Aid-Acp438>3.0.Co;2-5 |
0.546 |
|
| 1996 |
Wiley J, Voss JF. The effects of 'playing historian' on learning in history Applied Cognitive Psychology. 10: S63-S72. |
0.475 |
|
| 1995 |
Voss JF, Wiley J, Carretero M. Acquiring intellectual skills. Annual Review of Psychology. 46: 155-81. PMID 19093808 DOI: 10.1146/Annurev.Ps.46.020195.001103 |
0.56 |
|
| 1993 |
Voss JF, Fincher-Kiefer R, Wiley J, Silfies LN. On the processing of arguments Argumentation. 7: 165-181. DOI: 10.1007/Bf00710663 |
0.513 |
|
| 1992 |
Voss JF, Kennet J, Wiley J, Schooler TY. Experts at Debate: The Use of Metaphor in the U.S. Senate Debate on the Gulf Crisis Metaphor and Symbolic Activity. 7: 197-214. DOI: 10.1080/10926488.1992.9678713 |
0.512 |
|
| 1991 |
Voss JF, Means ML. Learning to reason via instruction in argumentation Learning and Instruction. 1: 337-350. DOI: 10.1016/0959-4752(91)90013-X |
0.353 |
|
| 1988 |
Fincher-Kiefer R, Post TA, Greene TR, Voss JF. On the role of prior knowledge and task demands in the processing of text Journal of Memory and Language. 27: 416-428. DOI: 10.1016/0749-596X(88)90065-4 |
0.373 |
|
| 1987 |
Voss JF. Learning and transfer in subject-matter learning: A problem-solving model International Journal of Educational Research. 11: 607-622. DOI: 10.1016/0883-0355(87)90005-X |
0.37 |
|
| 1986 |
Voss JF, Blais J, Means ML, Greene TR, Ahwesh E. Informal Reasoning and Subject Matter Knowledge in the Solving of Economics Problems by Naive and Novice Individuals Cognition and Instruction. 3: 269-302. DOI: 10.1207/s1532690xci0303_7 |
0.315 |
|
| 1985 |
Means ML, Voss JF. Star Wars: A developmental study of expert and novice knowledge structures Journal of Memory and Language. 24: 746-757. DOI: 10.1016/0749-596X(85)90057-9 |
0.351 |
|
| 1984 |
Qmanson RC, Beck IL, Voss JF, McKeown MG. The Effects of Reading Lessons on Comprehension: A Processing Description Cognition and Instruction. 1: 45-67. DOI: 10.1207/s1532690xci0101_3 |
0.317 |
|
| 1983 |
Spilich GJ, Voss JF. Contextual effects upon text memory for young, aged-normal, and aged memory-impaired individuals. Experimental Aging Research. 9: 45-9. PMID 6861842 DOI: 10.1080/03610738308258421 |
0.701 |
|
| 1982 |
Spilich GJ, Voss JF. Contextual effects upon text memory for young, aged-normal, and aged memory-impaired individuals. Experimental Aging Research. 8: 147-51. PMID 7169072 DOI: 10.1080/03610738208260272 |
0.689 |
|
| 1982 |
Tyler SW, Voss JF. Attitude and knowledge effects in prose processing Journal of Verbal Learning and Verbal Behavior. 21: 524-538. DOI: 10.1016/S0022-5371(82)90755-1 |
0.324 |
|
| 1980 |
Voss JF, Vesonder GT, Spilich GJ. Text generation and recall by high-knowledge and low-knowledge individuals Journal of Verbal Learning and Verbal Behavior. 19: 651-667. DOI: 10.1016/S0022-5371(80)90343-6 |
0.72 |
|
| 1979 |
Spilich GJ, Vesonder GT, Chiesi HL, Voss JF. Text processing of domain-related information for individuals with high and low domain knowledge Journal of Verbal Learning and Verbal Behavior. 18: 275-290. DOI: 10.1016/S0022-5371(79)90155-5 |
0.719 |
|
| 1979 |
Chiesi HL, Spilich GJ, Voss JF. Acquisition of domain-related information in relation to high and low domain knowledge Journal of Verbal Learning and Verbal Behavior. 18: 257-273. DOI: 10.1016/S0022-5371(79)90146-4 |
0.717 |
|
| 1978 |
Bisanz GL, LaPorte RE, Vesonder GT, Voss JF. On the representation of prose: New dimensions Journal of Verbal Learning and Verbal Behavior. 17: 337-357. DOI: 10.1016/S0022-5371(78)90219-0 |
0.312 |
|
| 1978 |
Bisanz GL, Vesonder GT, Voss JF. Knowledge of one's own responding and the relation of such knowledge to learning. A developmental study Journal of Experimental Child Psychology. 25: 116-128. DOI: 10.1016/0022-0965(78)90042-5 |
0.315 |
|
| 1975 |
LaPorte RE, Voss JF. Retention of prose materials as a function of postacquisition testing Journal of Educational Psychology. 67: 259-266. DOI: 10.1037/H0076933 |
0.335 |
|
| 1974 |
Voss JF. Acquisition and nonspecific transfer effects in prose learning as a function of question form Journal of Educational Psychology. 66: 736-740. DOI: 10.1037/h0037490 |
0.311 |
|
| 1972 |
Posnansky CJ, Battig WF, Voss JF. A new probe technique for the identification of serial learning processes Behavior Research Methods & Instrumentation. 4: 129-132. DOI: 10.3758/BF03207847 |
0.607 |
|
| 1962 |
McCracken J, Osterhout C, Voss JF. Effects of instructions in probability learning Journal of Experimental Psychology. 64: 267-271. DOI: 10.1037/h0044543 |
0.308 |
|
| 1960 |
Voss JF, Ziegler JA. Effect of number of doublets upon verbal maze learning Journal of Experimental Psychology. 59: 182-184. DOI: 10.1037/h0044659 |
0.31 |
|
| 1958 |
THOMPSON RF, VOSS JF, BROGDEN WJ. Effect of brightness of simultaneous visual stimulation on absolute auditory sensitivity. Journal of Experimental Psychology. 55: 45-50. PMID 13502524 DOI: 10.1037/h0047709 |
0.612 |
|
| 1957 |
THOMPSON RF, VOSS JF, BROGDEN WJ. Effect of pattern variation upon verbal maze learning. Journal of Experimental Psychology. 54: 253-8. PMID 13481266 DOI: 10.1037/h0045512 |
0.635 |
|
| 1957 |
BATTIG WF, NAGEL EH, VOSS JF, BROGDEN WJ. Transfer and retention of bidimensional compensatory tracking after extended practice. The American Journal of Psychology. 70: 75-80. PMID 13411297 |
0.672 |
|
| 1957 |
BATTIG WF, VOSS JF, BROGDEN WJ. The effect of frequency of intermittence upon perceived brightness. Journal of Comparative and Physiological Psychology. 50: 61-4. PMID 13406140 DOI: 10.1037/h0040072 |
0.692 |
|
| 1956 |
THOMPSON RF, VOSS JF, BROGDEN WJ. The effect of target-velocity upon the trigonometric relationship of precision and angle of linear pursuit-movements. The American Journal of Psychology. 69: 258-63. PMID 13327087 |
0.603 |
|
| 1955 |
BATTIG WF, VOSS JF, BROGDEN WJ. Effect of frequency of target intermittence upon tracking. Journal of Experimental Psychology. 49: 244-8. PMID 14367704 DOI: 10.1037/h0044734 |
0.683 |
|
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