Eric S. Jackson

527 citations
35 papers · 324 · h-index 10

Impact in

Papers in

Eric S. Jackson

29 papers receiving 317 citations

Peers

Eric S. Jackson
Comparison fields: 5 of 47
  • Experimental and Cognitive Psychology 195
  • Clinical Psychology 266
  • Cognitive Neuroscience 203
  • Developmental and Educational Psychology 94
  • Psychiatry and Mental health 16
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Citations per field
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Citations per year

Countries citing papers authored by Eric S. Jackson

Since Specialization
Citations

This map shows the geographic impact of Eric S. Jackson's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Eric S. Jackson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eric S. Jackson more than expected).

Fields of papers citing papers by Eric S. Jackson

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eric S. Jackson. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Eric S. Jackson. The network helps show where Eric S. Jackson may publish in the future.

Co-authors

The 25 scholars most cited alongside Eric S. Jackson, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Eric S. Jackson Line = papers co-authored together Eric S. Jackson links everyone, so they are left out of the graph.

All Works

20 of 20 papers shown

Showing the 20 most-cited of 35 papers — load more, or switch the sort, to bring in the rest.

#Work
1 201599
2 201635
3 201827
4 202119
5 201919
6 201918
7 201616
8 201912
9 20219
10 20229
11 20248
12 19788
13 20225
14 20084
15 20214
16 20253
17 20243
18 20223
19 20243
20 20213

About Eric S. Jackson

Eric S. Jackson is a scholar working on Clinical Psychology, Cognitive Neuroscience, Experimental and Cognitive Psychology, Developmental and Educational Psychology and General Health Professions, having authored 35 papers that have together received 324 indexed citations. Recurring topics across this work include Stuttering Research and Treatment (27 papers), Neurobiology of Language and Bilingualism (21 papers), Phonetics and Phonology Research (16 papers), Reading and Literacy Development (5 papers), Language Development and Disorders (4 papers), Child and Adolescent Psychosocial and Emotional Development (4 papers), Innovations in Medical Education (2 papers) and Dental Education, Practice, Research (2 papers). The work is most often cited by research in Experimental and Cognitive Psychology (195 citations), Clinical Psychology (266 citations), Cognitive Neuroscience (203 citations), Developmental and Educational Psychology (94 citations) and Psychiatry and Mental health (16 citations). Eric S. Jackson has collaborated with scholars based in United States, Canada and United Kingdom. Frequent co-authors include D. H. Whalen, J. Scott Yaruss, Robert W. Quesal, Mark Tiede, Patricia M. Zebrowski, Deryk S. Beal, Hope Gerlach, Vincent L. Gracco, Lindsay R. Miller and Michael A. Riley. Their work appears in journals such as Journal of Fluency Disorders, Journal of Speech Language and Hearing Research, The Journal of the Acoustical Society of America, International Journal of Speech-Language Pathology and Journal of Dental Education.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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