| Revisiting academics' beliefs about teaching and learning K Samuelowicz, JD Bain Higher education 41, 299-325, 2001 | 1046 | 2001 |
| Conceptions of teaching held by academic teachers K Samuelowicz, JD Bain Higher education 24 (1), 93-111, 1992 | 920 | 1992 |
| Different ways to cue a coherent memory system: A theory for episodic, semantic, and procedural tasks. MS Humphreys, JD Bain, R Pike Psychological Review 96 (2), 208, 1989 | 769 | 1989 |
| How many variables can humans process? GS Halford, R Baker, JE McCredden, JD Bain Psychological science 16 (1), 70-76, 2005 | 658 | 2005 |
| Using journal writing to enhance student teachers’ reflectivity during field experience placements JD Bain, R Ballantyne, J Packer, C Mills Teachers and teaching 5 (1), 51-73, 1999 | 513 | 1999 |
| Reflecting on practice: Student teachers' perspectives JD Bain, R Ballantyne, C Mills, NC Lester Post Pressed, 2002 | 354 | 2002 |
| Contextual dependence of learning approaches P Thomas, J Bain Human learning 3 (4), 230-242, 1984 | 346 | 1984 |
| Construct validity of eight tests of attention: Comparison of normal and closed head injured samples DHK Shum, KA McFarland, JD Bain The Clinical Neuropsychologist 4 (2), 151-162, 1990 | 310 | 1990 |
| Identifying academics' orientations to assessment practice K Samuelowicz, JD Bain Higher education 43, 173-201, 2002 | 264 | 2002 |
| Developing reflection on practice through journal writing: Impacts of variations in the focus and level of feedback JD Bain, C Mills, R Ballantyne, J Packer Teachers and Teaching 8 (2), 171-196, 2002 | 260 | 2002 |
| Orientations to research higher degree supervision N Murphy, JD Bain, L Conrad Higher education 53, 209-234, 2007 | 228 | 2007 |
| Researching university teaching in Australia: Themes and issues in academics' reflections R Ballantyne, JD Bain, J Packer Studies in Higher Education 24 (2), 237-257, 1999 | 213 | 1999 |
| Global matching: A comparison of the SAM, Minerva II, Matrix, and TODAM models MS Humphreys, R Pike, JD Bain, G Tehan Journal of Mathematical Psychology 33 (1), 36-67, 1989 | 187 | 1989 |
| Set-size effects in primary memory: An age-related capacity limitation? GS Halford, MT Maybery, JD Bain Memory & Cognition 16 (5), 480-487, 1988 | 155 | 1988 |
| Information-processing demands of transitive inference. MT Maybery, JD Bain, GS Halford Journal of Experimental Psychology: Learning, Memory, and Cognition 12 (4), 600, 1986 | 151 | 1986 |
| How academics use technology in teaching and learning: Understanding the relationship between beliefs and practice JD Bain, C McNaught Journal of Computer Assisted Learning 22 (2), 99-113, 2006 | 127 | 2006 |
| Recognition memory: A cue and information analysis MS Humphreys, JD Bain Memory & Cognition 11, 583-600, 1983 | 126 | 1983 |
| Capacity limitations in children's reasoning: A dual-task approach GS Halford, MT Maybery, JD Bain Child Development, 616-627, 1986 | 123 | 1986 |
| Cognitive style and teacher-student compatibility. J Packer, JD Bain Journal of educational psychology 70 (5), 864, 1978 | 123 | 1978 |
| Induction of relational schemas: Common processes in reasoning and complex learning GS Halford, JD Bain, MT Maybery, G Andrews Cognitive psychology 35 (3), 201-245, 1998 | 113 | 1998 |
Michael HumphreysProfessor of Psychology The University of QueenslandVerified email at psy.uq.edu.au
