Jay Samuels
Impact in
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- Reading and Literacy Development
- Educational Strategies and Epistemologies
- Innovative Teaching and Learning Methods
- Education top 10%
- Child Development and Digital Technology
- Education and Critical Thinking Development
Papers in
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- Reading and Literacy Development 6
- Educational Strategies and Epistemologies 2
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- Cognitive Abilities and Testing 2
- Visual and Cognitive Learning Processes 2
- Co-authors
- Keith J. Topping (3 shared papers)Terrance D. Paul (3 shared papers)Tracy Linderholm (1 shared paper)Michelle Everson (1 shared paper)Paul van den Broek (1 shared paper)Timothy V. Rasinski (3 shared papers)Darcia Narváez (2 shared papers)Tracy R. Gleason (2 shared papers)
- Journals
- School Effectiveness and School Improvement (1 paper)Journal of Educational Psychology (1 paper)Reading Psychology (1 paper)Personality and Individual Differences (1 paper)Cognition and Instruction (1 paper)
- Partner nations
- United StatesUnited Kingdom
In The Last Decade
Jay Samuels
12 papers receiving 285 citations
Peers
Comparison fields: 5 of 49
- Developmental and Educational Psychology 219
- Education 148
- Experimental and Cognitive Psychology 49
- Statistics and Probability 28
- Cognitive Neuroscience 35
Countries citing papers authored by Jay Samuels
This map shows the geographic impact of Jay Samuels'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 Jay Samuels with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Jay Samuels more than expected).
Fields of papers citing papers by Jay Samuels
This network shows the impact of papers produced by Jay Samuels. 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 Jay Samuels. The network helps show where Jay Samuels may publish in the future.
Co-authors
The 13 scholars most cited alongside Jay Samuels, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2000 | 124 | |
| 2 | 2007 | 55 | |
| 3 | 2008 | 42 | |
| 4 | 1998 | 39 | |
| 5 | 2006 | 20 | |
| 6 | 2011 | 18 | |
| 7 | 2003 | 11 | |
| 8 | 2004 | 9 | |
| 9 | 2010 | 8 | |
| 10 | 2007 | 7 | |
| 11 | 2011 | 5 | |
| 12 | Moral Story Message Comprehension: Similarities and Differences in Third Graders, Fifth Graders, and Adults. | 1997 | 1 |
About Jay Samuels
Jay Samuels is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology, Education, Sociology and Political Science and Cognitive Neuroscience, having authored 12 papers that have together received 339 indexed citations. Recurring topics across this work include Reading and Literacy Development (6 papers), Values and Moral Education (2 papers), Educational Strategies and Epistemologies (2 papers), Cognitive Abilities and Testing (2 papers), Visual and Cognitive Learning Processes (2 papers), Education and Critical Thinking Development (2 papers), Educator Training and Historical Pedagogy (1 paper) and Disability Education and Employment (1 paper). The work is most often cited by research in Developmental and Educational Psychology (219 citations), Education (148 citations), Experimental and Cognitive Psychology (49 citations), Statistics and Probability (28 citations) and Cognitive Neuroscience (35 citations). Jay Samuels has collaborated with scholars based in United States and United Kingdom. Frequent co-authors include Keith J. Topping, Terrance D. Paul, Tracy Linderholm, Michelle Everson, Paul van den Broek, Timothy V. Rasinski, Darcia Narváez, Tracy R. Gleason, Elfrieda H. Hiebert and Nancy L. Segal. Their work appears in journals such as School Effectiveness and School Improvement, Journal of Educational Psychology, Reading Psychology, Personality and Individual Differences and Cognition and Instruction.
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.