Aimee E. Stahl

1.1k total citations · 1 hit paper
16 papers, 563 citations indexed

About

Aimee E. Stahl is a scholar working on Developmental and Educational Psychology, Social Psychology and Cognitive Neuroscience. According to data from OpenAlex, Aimee E. Stahl has authored 16 papers receiving a total of 563 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Developmental and Educational Psychology, 6 papers in Social Psychology and 6 papers in Cognitive Neuroscience. Recurrent topics in Aimee E. Stahl's work include Child and Animal Learning Development (14 papers), Language Development and Disorders (6 papers) and Memory and Neural Mechanisms (6 papers). Aimee E. Stahl is often cited by papers focused on Child and Animal Learning Development (14 papers), Language Development and Disorders (6 papers) and Memory and Neural Mechanisms (6 papers). Aimee E. Stahl collaborates with scholars based in United States and France. Aimee E. Stahl's co-authors include Lisa Feigenson, Roberta Michnick Golinkoff, Melissa M. Kibbe, Sarah Roseberry, Alexa R. Romberg, Kathryn Hirsh‐Pasek, Kathy Hirsh‐Pasek, Michael C. McKenna, Katherine A. Dougherty Stahl and Alex M. Silver and has published in prestigious journals such as Science, Proceedings of the National Academy of Sciences and Child Development.

In The Last Decade

Aimee E. Stahl

15 papers receiving 540 citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Observing the unexpected enhances infants’ learning and exploration

2015 314 citations Aimee E. Stahl, Lisa Feigenson Science profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Aimee E. Stahl United States	9	421	208	136	125	99	16	563
Margaret Friend United States	21	921 2.2×	473 2.3×	84 0.6×	174 1.4×	142 1.4×	50	1.1k
Birgit Knudsen Netherlands	10	242 0.6×	130 0.6×	111 0.8×	58 0.5×	51 0.5×	14	358
Seamus Donnelly Australia	13	497 1.2×	327 1.6×	38 0.3×	104 0.8×	131 1.3×	21	739
Audrey K. Kittredge United States	10	473 1.1×	432 2.1×	55 0.4×	153 1.2×	206 2.1×	15	768
Robin N. Campbell United Kingdom	9	225 0.5×	188 0.9×	79 0.6×	131 1.0×	58 0.6×	17	461
Gail M. Gottfried United States	12	335 0.8×	77 0.4×	171 1.3×	96 0.8×	77 0.8×	15	467
Horst Krist Germany	13	395 0.9×	252 1.2×	210 1.5×	89 0.7×	129 1.3×	32	575
Paula Marentette Canada	14	750 1.8×	199 1.0×	119 0.9×	344 2.8×	60 0.6×	24	899
Roberta Corrigan United States	17	534 1.3×	189 0.9×	57 0.4×	145 1.2×	96 1.0×	38	723
Shari Liu United States	9	259 0.6×	219 1.1×	190 1.4×	90 0.7×	39 0.4×	23	490

Countries citing papers authored by Aimee E. Stahl

Since Specialization

Citations

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

Fields of papers citing papers by Aimee E. Stahl

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Aimee E. Stahl. 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 Aimee E. Stahl. The network helps show where Aimee E. Stahl may publish in the future.

Co-authorship network of co-authors of Aimee E. Stahl

This figure shows the co-authorship network connecting the top 25 collaborators of Aimee E. Stahl. A scholar is included among the top collaborators of Aimee E. Stahl based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Aimee E. Stahl. Aimee E. Stahl is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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16 of 16 papers shown

Stahl, Aimee E. & Lisa Feigenson. (2024). Young children distinguish the impossible from the merely improbable. Proceedings of the National Academy of Sciences. 121(46). e2411297121–e2411297121. 2 indexed citations

Kibbe, Melissa M. & Aimee E. Stahl. (2023). An object's categorizability impacts whether infants encode surface features into their object representations. Infancy. 28(5). 958–972.

Kibbe, Melissa M. & Aimee E. Stahl. (2023). Objects in a social world: Infants’ object representational capacity limits are shaped by objects’ social relevance. Advances in child development and behavior. 65. 69–97. 2 indexed citations

Stahl, Aimee E. & Melissa M. Kibbe. (2022). Great expectations: The construct validity of the violation‐of‐expectation method for studying infant cognition. Infant and Child Development. 31(6). 17 indexed citations

Stahl, Aimee E., et al.. (2022). Infants preferentially learn from surprising teachers. Infancy. 27(5). 887–899. 4 indexed citations

Stahl, Aimee E., et al.. (2022). Early understanding of ownership helps infants efficiently organize objects in memory. Cognitive Development. 65. 101274–101274. 4 indexed citations

Silver, Alex M., et al.. (2020). When Not Choosing Leads to Not Liking: Choice-Induced Preference in Infancy. Psychological Science. 31(11). 1422–1429. 7 indexed citations

Stahl, Aimee E. & Lisa Feigenson. (2018). Infants use linguistic group distinctions to chunk items in memory. Journal of Experimental Child Psychology. 172. 149–167. 13 indexed citations

Stahl, Aimee E. & Lisa Feigenson. (2018). Violations of Core Knowledge Shape Early Learning. Topics in Cognitive Science. 11(1). 136–153. 28 indexed citations

10.

Stahl, Aimee E. & Lisa Feigenson. (2017). Expectancy violations promote learning in young children. Cognition. 163. 1–14. 61 indexed citations

11.

Stahl, Aimee E., et al.. (2016). Individual differences in nonlinguistic event categorization predict later motion verb comprehension. Journal of Experimental Child Psychology. 151. 18–32. 17 indexed citations

12.

Stahl, Aimee E. & Lisa Feigenson. (2015). Observing the unexpected enhances infants’ learning and exploration. Science. 348(6230). 91–94. 314 indexed citations breakdown →

13.

Stahl, Aimee E. & Lisa Feigenson. (2014). Social Knowledge Facilitates Chunking in Infancy. Child Development. 85(4). 1477–1490. 35 indexed citations

14.

Stahl, Aimee E., Alexa R. Romberg, Sarah Roseberry, Roberta Michnick Golinkoff, & Kathryn Hirsh‐Pasek. (2014). Infants Segment Continuous Events Using Transitional Probabilities. Child Development. 85(5). 1821–1826. 46 indexed citations

15.

Song, Lulu, Thierry Nazzi, Roberta Michnick Golinkoff, et al.. (2010). Sleepy vs. sleeping : preschoolers' sensitivity to morphological cues for adjectives and verbs in English and French. 409–420. 3 indexed citations

16.

Stahl, Katherine A. Dougherty, Aimee E. Stahl, & Michael C. McKenna. (1999). The Development of Phonological Awareness and Orthographic Processing in Reading Recovery. 4. 27–42. 10 indexed citations

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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