, Volume 120, Issue 3, pp 961–974 | Cite as

The relationship between forward and backward diversity in CORE datasets

  • Stephen F. CarleyEmail author
  • Seokbeom Kwon
  • Alan L. Porter
  • Jan L. Youtie


In this paper we seek to better understand the relationship between forward diversity in the Cognitive Science and Educational Research literature, as well as what we call Border fields (i.e. those fields which exist at the intersection of Cognitive Science and Education Research). We find a clear and convincing relationship between forward and backward diversity in the datasets we study. Among all available explanatory variables, Integration scores claim the strongest correlation in terms of their ability to account for forward diversity. When comparing results from this study to benchmark results from a prior study (using the same indicators) the datasets in this study show a tendency to be both more integrative and diffuse.


Integration Diffusion Interdisciplinarity Education research Cognitive science Border fields 



This work was supported by a grant from the US National Science Foundation, Directorate for Education and Human Resources (DRL-1348765) to A.P. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.


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Copyright information

© Akadémiai Kiadó, Budapest, Hungary 2019

Authors and Affiliations

  • Stephen F. Carley
    • 1
    Email author
  • Seokbeom Kwon
    • 1
    • 2
  • Alan L. Porter
    • 3
  • Jan L. Youtie
    • 4
  1. 1.Search Technology, IncNorcrossUSA
  2. 2.Georgia Institute of TechnologyAtlantaUSA
  3. 3.Enterprise Innovation InstituteGeorgia Institute of TechnologyAtlantaUSA
  4. 4.School of Public PolicyGeorgia Institute of TechnologyAtlantaUSA

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