Amy E. Booth

2.4k total citations
39 papers, 1.5k citations indexed

About

Amy E. Booth is a scholar working on Developmental and Educational Psychology, Social Psychology and Cultural Studies. According to data from OpenAlex, Amy E. Booth has authored 39 papers receiving a total of 1.5k indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Developmental and Educational Psychology, 9 papers in Social Psychology and 8 papers in Cultural Studies. Recurrent topics in Amy E. Booth's work include Child and Animal Learning Development (33 papers), Language Development and Disorders (18 papers) and Language and cultural evolution (8 papers). Amy E. Booth is often cited by papers focused on Child and Animal Learning Development (33 papers), Language Development and Disorders (18 papers) and Language and cultural evolution (8 papers). Amy E. Booth collaborates with scholars based in United States, Germany and Philippines. Amy E. Booth's co-authors include Sandra R. Waxman, Kirsten O’Hearn, Susan Johnson, Yi Ting Huang, Katharina J. Rohlfing, Karla K. McGregor, Jeannine Pinto, Bennett I. Bertenthal, Elizabeth A. Ware and Catherıne A. Haden and has published in prestigious journals such as Child Development, Developmental Psychology and Cognition.

In The Last Decade

Amy E. Booth

39 papers receiving 1.4k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Amy E. Booth United States 20 1.2k 306 282 240 199 39 1.5k
D. Geoffrey Hall Canada 23 1.4k 1.1× 327 1.1× 356 1.3× 146 0.6× 94 0.5× 58 1.6k
Hanako Yoshida United States 17 827 0.7× 412 1.3× 270 1.0× 98 0.4× 119 0.6× 50 1.1k
Jessica S. Horst United Kingdom 25 1.6k 1.3× 601 2.0× 325 1.2× 106 0.4× 307 1.5× 47 2.1k
Lisa Gershkoff‐Stowe United States 15 931 0.7× 303 1.0× 263 0.9× 79 0.3× 91 0.5× 20 1.1k
Catherine M. Sandhofer United States 21 1.1k 0.9× 418 1.4× 407 1.4× 138 0.6× 321 1.6× 53 1.6k
William E. Merriman United States 19 1.3k 1.0× 358 1.2× 282 1.0× 67 0.3× 144 0.7× 64 1.4k
Susan J. Hespos United States 20 1.2k 1.0× 416 1.4× 441 1.6× 352 1.5× 192 1.0× 42 1.7k
Lynn K. Perry United States 19 729 0.6× 320 1.0× 461 1.6× 130 0.5× 138 0.7× 64 1.2k
Marianella Casasola United States 17 1.2k 1.0× 315 1.0× 622 2.2× 97 0.4× 132 0.7× 37 1.5k
Jonathan A. Slemmer United States 8 905 0.7× 568 1.9× 334 1.2× 196 0.8× 49 0.2× 11 1.4k

Countries citing papers authored by Amy E. Booth

Since Specialization
Citations

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

Fields of papers citing papers by Amy E. Booth

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Amy E. Booth

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

All Works

20 of 20 papers shown
1.
Greene, Christopher, et al.. (2024). On the potential for human-centered, cognitively inspired AI to bridge the gap between optimism and reality for autonomous robotics in healthcare: a respectful critique. Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care. 13(1). 106–112. 1 indexed citations
2.
Booth, Amy E., et al.. (2022). Exploring the foundations of early scientific literacy: Children’s causal stance.. Developmental Psychology. 58(12). 2302–2309. 4 indexed citations
3.
French, Brian F., et al.. (2022). Contributions of causal reasoning to early scientific literacy. Journal of Experimental Child Psychology. 224. 105509–105509. 5 indexed citations
4.
Davis‐Kean, Pamela, et al.. (2020). Early word‐learning skills: A missing link in understanding the vocabulary gap?. Developmental Science. 24(2). e13034–e13034. 8 indexed citations
5.
Booth, Amy E., et al.. (2020). Parents’ causal talk: Links to children’s causal stance and emerging scientific literacy.. Developmental Psychology. 56(11). 2055–2064. 24 indexed citations
6.
Booth, Amy E., et al.. (2019). New feature selection methods based on opposition-based learning and self-adaptive cohort intelligence for predicting patient no-shows. Applied Soft Computing. 86. 105866–105866. 41 indexed citations
7.
Booth, Amy E., et al.. (2016). Causally-Rich Group Play: A Powerful Context for Building Preschoolers’ Vocabulary. Frontiers in Psychology. 7. 997–997. 3 indexed citations
8.
Booth, Amy E., et al.. (2015). Exploring individual differences in preschoolers’ causal stance.. Developmental Psychology. 52(3). 411–422. 11 indexed citations
9.
Booth, Amy E., et al.. (2015). Preschoolers prefer to learn causal information. Frontiers in Psychology. 6. 60–60. 9 indexed citations
10.
Booth, Amy E.. (2014). Effects of causal information on the early word learning: Efficiency and longevity. Cognitive Development. 33. 99–107. 5 indexed citations
11.
Booth, Amy E., et al.. (2013). Motivated by Meaning: Testing the Effect of Knowledge-Infused Rewards on Preschoolers' Persistence. Child Development. 85(2). 783–791. 18 indexed citations
12.
Graham, Susan A., Amy E. Booth, & Sandra R. Waxman. (2012). Words Are Not Merely Features: Only Consistently Applied Nouns Guide 4-year-olds' Inferences About Object Categories. Language Learning and Development. 8(2). 136–145. 22 indexed citations
13.
Booth, Amy E.. (2009). Causal Supports for Early Word Learning. Child Development. 80(4). 1243–1250. 42 indexed citations
14.
Booth, Amy E. & Sandra R. Waxman. (2009). A Horse of a Different Color: Specifying With Precision Infants’ Mappings of Novel Nouns and Adjectives. Child Development. 80(1). 15–22. 89 indexed citations
15.
Booth, Amy E. & Sandra R. Waxman. (2008). Taking stock as theories of word learning take shape. Developmental Science. 11(2). 185–194. 31 indexed citations
16.
Booth, Amy E.. (2007). The cause of infant categorization?. Cognition. 106(2). 984–993. 12 indexed citations
17.
Booth, Amy E.. (2006). Causal Properties Support Categorization in Infancy. eScholarship (California Digital Library). 28(28). 1 indexed citations
18.
Booth, Amy E., Sandra R. Waxman, & Yi Ting Huang. (2005). Conceptual Information Permeates Word Learning in Infancy.. Developmental Psychology. 41(3). 491–505. 89 indexed citations
19.
Booth, Amy E. & Sandra R. Waxman. (2002). Object names and object functions serve as cues to categories for infants.. Developmental Psychology. 38(6). 948–957. 40 indexed citations
20.
Waxman, Sandra R. & Amy E. Booth. (2001). Seeing Pink Elephants: Fourteen-Month-Olds' Interpretations of Novel Nouns and Adjectives. Cognitive Psychology. 43(3). 217–242. 172 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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