Weilan Liang

867 citations
8 papers · 600 · h-index 8

Impact in

Papers in

    • Reading and Literacy Development 7
    • Language Development and Disorders 5
    • Child and Animal Learning Development 3
    • Child Development and Digital Technology 2
    • Early Childhood Education and Development 1

Weilan Liang

8 papers receiving 588 citations

Peers

Weilan Liang
Comparison fields: 5 of 55
  • Developmental and Educational Psychology 488
  • Statistics and Probability 126
  • Cognitive Neuroscience 156
  • Education 189
  • Linguistics and Language 28
Replace Bente Eriksen Hagtvet with:
Bente Eriksen Hagtvet Norway
Leilani Sáez United States
Nicole J. Conrad Canada
Natalia Arias‐Trejo Mexico
John Redgwick Crossland United Kingdom
Alena G. Esposito United States
Gabriela Málková Czechia
Kathleen Nielsen United States
Richard S. Kruk Canada
Nancy Benson Canada
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Citations per field
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Citations per year

Countries citing papers authored by Weilan Liang

Since Specialization
Citations

This map shows the geographic impact of Weilan Liang'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 Weilan Liang with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Weilan Liang more than expected).

Fields of papers citing papers by Weilan Liang

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Weilan Liang. 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 Weilan Liang. The network helps show where Weilan Liang may publish in the future.

Co-authors

The 25 scholars most cited alongside Weilan Liang, 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 Weilan Liang Line = papers co-authored together Weilan Liang links everyone, so they are left out of the graph.

All Works

8 of 8 papers shown
#Work
1 2014133
2 2010124
3 2012110
4 200894
5 200960
6 201653
7 201215
8 201711

About Weilan Liang

Weilan Liang is a scholar working on Developmental and Educational Psychology, Education, Statistics and Probability, Infectious Diseases and Organic Chemistry, having authored 8 papers that have together received 600 indexed citations. Recurring topics across this work include Reading and Literacy Development (7 papers), Language Development and Disorders (5 papers), Child and Animal Learning Development (3 papers), Child Development and Digital Technology (2 papers), Cognitive and developmental aspects of mathematical skills (1 paper) and Early Childhood Education and Development (1 paper). The work is most often cited by research in Developmental and Educational Psychology (488 citations), Statistics and Probability (126 citations), Cognitive Neuroscience (156 citations), Education (189 citations) and Linguistics and Language (28 citations). Weilan Liang has collaborated with scholars based in China, United States and Hong Kong. Frequent co-authors include Twila Tardif, Hua Shu, Catherine McBride‐Chang, Yuping Zhang, Hongyun Liu, Hong Li, Paul Fletcher, Niko Kaciroti, Zhixiang Zhang and Shuang Song. Their work appears in journals such as Developmental Psychology, Frontiers in Pediatrics, Learning and Instruction, Journal of Child Language and Developmental Science.

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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