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Cited by

• 2014Boring but important: A self-transcendent purpose for learning fosters academic self-regulation.530 cited
• 2013The influence of underlying philosophies on talent management: Theory, implications for practice, and research agenda417 cited
• 2013Talent — Innate or acquired? Theoretical considerations and their implications for talent management303 cited
• 2016Do psychotherapists improve with time and experience? A longitudinal analysis of outcomes in a clinical setting.279 cited
• 2011New Assessments and Environments for Knowledge Building184 cited
• 2013Why expert performance is special and cannot be extrapolated from studies of performance in the general population: A response to criticisms178 cited
• 2015Beyond measures and monitoring: Realizing the potential of feedback-informed treatment.165 cited
• 2017Communicative Figurations142 cited
• 2015Where Low and High Inference Data Converge: Validation of CLASS Assessment of Mathematics Instruction Using Mobile Eye Tracking with Expert and Novice Teachers136 cited
• 2010Cognitive issues in fingerprint analysis: Inter- and intra-expert consistency and the effect of a ‘target’ comparison135 cited
• 2011The value of virtue in the upper echelons: A multisource examination of executive character strengths and performance135 cited
• 2013The outcome of psychotherapy: Yesterday, today, and tomorrow.134 cited