Andrew D. Katayama

458 total citations
18 papers, 326 citations indexed

About

Andrew D. Katayama is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Andrew D. Katayama has authored 18 papers receiving a total of 326 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 9 papers in Education and 6 papers in Experimental and Cognitive Psychology. Recurrent topics in Andrew D. Katayama's work include Innovative Teaching and Learning Methods (7 papers), Visual and Cognitive Learning Processes (6 papers) and Educational Strategies and Epistemologies (3 papers). Andrew D. Katayama is often cited by papers focused on Innovative Teaching and Learning Methods (7 papers), Visual and Cognitive Learning Processes (6 papers) and Educational Strategies and Epistemologies (3 papers). Andrew D. Katayama collaborates with scholars based in United States. Andrew D. Katayama's co-authors include Daniel H. Robinson, Steven M. Crooks, Thomas A. DeVaney, Nelson F. DuBois, Ya-Ping Hsieh, Richard Machalek, James Rye, Michael J. Lovaglia and Caitlin Kelley and has published in prestigious journals such as Memory & Cognition, Contemporary Educational Psychology and The Journal of Educational Research.

In The Last Decade

Andrew D. Katayama

18 papers receiving 279 citations

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Andrew D. Katayama	183	174	166	35	31	18	326
Esther R. Steinberg	288 1.6×	208 1.2×	113 0.7×	63 1.8×	28 0.9×	18	457
Alfred Valdez	143 0.8×	162 0.9×	107 0.6×	24 0.7×	35 1.1×	8	282
Helmut Felix Friedrich	204 1.1×	193 1.1×	38 0.2×	24 0.7×	31 1.0×	12	336
John R. Surber	222 1.2×	137 0.8×	107 0.6×	47 1.3×	26 0.8×	23	358
Hendrik Härtig	175 1.0×	253 1.5×	70 0.4×	25 0.7×	26 0.8×	22	356
Joan L. Rankin‐Erickson	191 1.0×	195 1.1×	50 0.3×	36 1.0×	29 0.9×	8	388
Helmut Prechtl	156 0.9×	153 0.9×	122 0.7×	19 0.5×	16 0.5×	12	306
Katherine L. McEldoon	315 1.7×	414 2.4×	107 0.6×	53 1.5×	36 1.2×	12	633
Markeya S. Peteranetz	143 0.8×	81 0.5×	125 0.8×	14 0.4×	37 1.2×	28	372
Nora McIntyre	93 0.5×	199 1.1×	130 0.8×	15 0.4×	64 2.1×	16	395

Countries citing papers authored by Andrew D. Katayama

Since Specialization

Citations

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

Fields of papers citing papers by Andrew D. Katayama

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Andrew D. Katayama. 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 Andrew D. Katayama. The network helps show where Andrew D. Katayama may publish in the future.

Co-authorship network of co-authors of Andrew D. Katayama

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

All Works

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18 of 18 papers shown

Kelley, Caitlin, et al.. (2018). Institutional reforms and the recoupling of academic and athletic performance in high-profile college sports.. The Sport Journal. 21. 2 indexed citations

Katayama, Andrew D., et al.. (2016). Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing. The Journal of Educational Research. 111(3). 352–362. 5 indexed citations

Katayama, Andrew D., et al.. (2011). Using Team Efficacy Surveys to Help Promote Self-and-Team-Efficacy among College Athletes. The Sport Journal. 14(1). 2 indexed citations

Katayama, Andrew D.. (2007). JAPANESE ESL STUDENTS PREFERENCES TOWARD CORRECTION OF CLASSROOM ORAL ERRORS. 9. 289–305. 1 indexed citations

Machalek, Richard, et al.. (2006). Suspending Routine Duty. Armed Forces & Society. 32(3). 389–404. 2 indexed citations

Robinson, Daniel H., et al.. (2006). Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer. The Journal of Educational Research. 100(2). 103–111. 55 indexed citations

Katayama, Andrew D., et al.. (2005). Promoting Knowledge Transfer with Electronic Note Taking. Teaching of Psychology. 32(2). 129–131. 28 indexed citations

Rye, James & Andrew D. Katayama. (2003). Integrating Electronic Forums and Concept Mapping With a Science Methods Course for Preservice Elementary Teachers. The Electronic Journal of Science Education. 7(4). 1–37. 1 indexed citations

Katayama, Andrew D. & Steven M. Crooks. (2003). Online Notes: Differential Effects of Studying Complete or Partial Graphically Organized Notes. The Journal of Experimental Education. 71(4). 293–312. 25 indexed citations

10.

Katayama, Andrew D. & Steven M. Crooks. (2001). Examining the Effects of Notetaking Format on Achievement When Students Construct and Study Computerized Notes. 6(1). 5–23. 5 indexed citations

11.

Katayama, Andrew D.. (2001). Bi-Modal Instructional Practices in Educational Psychology: Mentoring and Traditional Instruction. Journal of instructional psychology. 28(3). 171. 1 indexed citations

12.

Katayama, Andrew D. & Daniel H. Robinson. (2000). Getting Students “Partially” Involved in Note-Taking Using Graphic Organizers. The Journal of Experimental Education. 68(2). 119–133. 93 indexed citations

13.

Robinson, Daniel H., et al.. (1998). Are Women Underrepresented as Authors and Editors of Educational Psychology Journals?. Contemporary Educational Psychology. 23(3). 331–343. 19 indexed citations

14.

Robinson, Daniel H., Andrew D. Katayama, Nelson F. DuBois, & Thomas A. DeVaney. (1998). Interactive Effects of Graphic Organizers and Delayed Review on Concept Application. The Journal of Experimental Education. 67(1). 17–31. 45 indexed citations

15.

Robinson, Daniel H. & Andrew D. Katayama. (1997). At-lexical, articulatory interference in silent reading: The “upstream” tongue-twister effect. Memory & Cognition. 25(5). 661–665. 10 indexed citations

16.

Katayama, Andrew D., Daniel H. Robinson, Thomas A. DeVaney, & Nelson F. DuBois. (1997). The Interaction of Study Materials and Spaced Review on Transfer and Relational Learning.. 1 indexed citations

17.

Katayama, Andrew D.. (1997). Getting Students Involved in Note Taking: Why Partial Notes Benefit Learners More Than Complete Notes.. 6 indexed citations

18.

Robinson, Daniel H., et al.. (1996). Evidence for Conjoint Retention of Information Encoded from Spatial Adjunct Displays. Contemporary Educational Psychology. 21(3). 221–239. 25 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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