Alice Wilder

538 total citations
9 papers, 378 citations indexed

About

Alice Wilder is a scholar working on Education, Literature and Literary Theory and Developmental and Educational Psychology. According to data from OpenAlex, Alice Wilder has authored 9 papers receiving a total of 378 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Education, 3 papers in Literature and Literary Theory and 3 papers in Developmental and Educational Psychology. Recurrent topics in Alice Wilder's work include Child Development and Digital Technology (4 papers), Media Influence and Health (3 papers) and Visual and Cognitive Learning Processes (2 papers). Alice Wilder is often cited by papers focused on Child Development and Digital Technology (4 papers), Media Influence and Health (3 papers) and Visual and Cognitive Learning Processes (2 papers). Alice Wilder collaborates with scholars based in United States. Alice Wilder's co-authors include Marsha Williams, Daniel R. Anderson, Joanna P. Williams, Jennings Bryant, Mary Ann Foley, Francis T. Durso, Hugh J. Foley and Leslie A. Rusch and has published in prestigious journals such as Journal of Educational Psychology, Memory & Cognition and Journal of Communication.

In The Last Decade

Alice Wilder

9 papers receiving 337 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Alice Wilder United States	8	242	134	105	91	72	9	378
Gail E. Tompkins United States	9	346 1.4×	192 1.4×	35 0.3×	32 0.4×	95 1.3×	33	543
Elizabeth Ka Yee Loh Hong Kong	14	235 1.0×	338 2.5×	33 0.3×	82 0.9×	63 0.9×	29	539
Tanya Kaefer Canada	14	280 1.2×	271 2.0×	62 0.6×	34 0.4×	41 0.6×	27	437
Joanne Tarasuik Australia	9	207 0.9×	70 0.5×	95 0.9×	35 0.4×	13 0.2×	15	300
Reese Butterfuss United States	10	145 0.6×	275 2.1×	117 1.1×	112 1.2×	24 0.3×	24	460
Marco Ennemoser Germany	10	394 1.6×	443 3.3×	60 0.6×	61 0.7×	15 0.2×	27	602
Claudia van Kruistum Netherlands	12	220 0.9×	118 0.9×	52 0.5×	22 0.2×	19 0.3×	15	322
Jon Shapiro Canada	13	467 1.9×	385 2.9×	25 0.2×	28 0.3×	65 0.9×	43	617
Vibeke Grøver Aukrust Norway	12	227 0.9×	426 3.2×	36 0.3×	83 0.9×	62 0.9×	19	646
Roel van Steensel Netherlands	14	536 2.2×	511 3.8×	44 0.4×	49 0.5×	50 0.7×	44	765

Countries citing papers authored by Alice Wilder

Since Specialization

Citations

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

Fields of papers citing papers by Alice Wilder

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Alice Wilder

This figure shows the co-authorship network connecting the top 25 collaborators of Alice Wilder. A scholar is included among the top collaborators of Alice Wilder 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 Alice Wilder. Alice Wilder is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

9 of 9 papers shown

1.

Anderson, Daniel R., et al.. (2002). Do Children Learn How to Watch Television? The Impact of Extensive Experience With Blue's Clues on Preschool Children's Television Viewing Behavior. Journal of Communication. 52(2). 264–280. 39 indexed citations

2.

Wilder, Alice & Joanna P. Williams. (2001). Students with severe learning disabilities can learn higher order comprehension skills.. Journal of Educational Psychology. 93(2). 268–278. 4 indexed citations

3.

Wilder, Alice & Joanna P. Williams. (2001). Students with severe learning disabilities can learn higher order comprehension skills.. Journal of Educational Psychology. 93(2). 268–278. 46 indexed citations

4.

Anderson, Daniel R., et al.. (2000). Researching Blue's Clues: Viewing Behavior and Impact. Media Psychology. 2(2). 179–194. 102 indexed citations

5.

Anderson, Daniel R., et al.. (1999). Effects of repeated exposures to a single episode of the television program Blue's Clues on the viewing behaviors and comprehension of preschool children.. Journal of Educational Psychology. 91(4). 630–637. 115 indexed citations

6.

Anderson, Daniel R., et al.. (1999). Effects of repeated exposures to a single episode of the television program Blue's Clues on the viewing behaviors and comprehension of preschool children.. Journal of Educational Psychology. 91(4). 630–637. 9 indexed citations

7.

Foley, Mary Ann, et al.. (1993). The Consequences for Recall of Children′s Ability to Generate Interactive Imagery in the Absence of External Supports. Journal of Experimental Child Psychology. 56(2). 173–200. 7 indexed citations

8.

Foley, Mary Ann, et al.. (1991). Developmental comparisons of explicit versus implicit imagery and reality monitoring. Journal of Experimental Child Psychology. 51(1). 1–13. 43 indexed citations

9.

Foley, Mary Ann, Hugh J. Foley, Alice Wilder, & Leslie A. Rusch. (1989). Anagram solving: Does effort have an effect?. Memory & Cognition. 17(6). 755–758. 13 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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