Angeline S. Lillard

7.8k total citations · 1 hit paper
117 papers, 4.6k citations indexed

About

Angeline S. Lillard is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Angeline S. Lillard has authored 117 papers receiving a total of 4.6k indexed citations (citations by other indexed papers that have themselves been cited), including 67 papers in Education, 56 papers in Developmental and Educational Psychology and 34 papers in Social Psychology. Recurrent topics in Angeline S. Lillard's work include Child and Animal Learning Development (53 papers), Education Methods and Practices (32 papers) and Early Childhood Education and Development (24 papers). Angeline S. Lillard is often cited by papers focused on Child and Animal Learning Development (53 papers), Education Methods and Practices (32 papers) and Early Childhood Education and Development (24 papers). Angeline S. Lillard collaborates with scholars based in United States, Canada and China. Angeline S. Lillard's co-authors include Nicole M. Else‐Quest, Eric Smith, Jennifer Peterson, Rebecca A. Dore, Emily J. Hopkins, Matthew D. Lerner, Carolyn M. Palmquist, Katherine Boguszewski, John H. Flavell and David C. Witherington and has published in prestigious journals such as Science, Proceedings of the National Academy of Sciences and Psychological Bulletin.

In The Last Decade

Angeline S. Lillard

112 papers receiving 4.3k citations

Hit Papers

The impact of pretend pla... 2012 2026 2016 2021 2012 100 200 300 400 500
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.

  1. The impact of pretend play on children's development: A review of the evidence.
    2012 510 citations Angeline S. Lillard, Emily J. Hopkins et al. profile →

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Angeline S. Lillard United States 33 2.4k 2.3k 1.2k 832 675 117 4.6k
Charlie Lewis United Kingdom 34 1.2k 0.5× 2.4k 1.1× 1.4k 1.1× 1.3k 1.5× 928 1.4× 127 5.2k
Marjorie Taylor United States 31 853 0.4× 2.2k 1.0× 1.1k 0.9× 1.1k 1.3× 555 0.8× 57 3.9k
David Cross United States 23 1.3k 0.5× 3.3k 1.5× 1.3k 1.0× 1.2k 1.5× 454 0.7× 76 5.2k
Maureen A. Callanan United States 32 1.4k 0.6× 1.8k 0.8× 709 0.6× 314 0.4× 475 0.7× 75 3.5k
Cristine H. Legare United States 41 1.3k 0.5× 2.6k 1.2× 2.0k 1.6× 793 1.0× 1.3k 2.0× 104 5.4k
Kathleen H. Corriveau United States 31 1.0k 0.4× 2.9k 1.3× 1.1k 0.9× 979 1.2× 1.1k 1.6× 95 4.3k
Jacqueline D. Woolley United States 26 820 0.3× 2.6k 1.1× 905 0.7× 1.6k 1.9× 416 0.6× 73 3.9k
Michael Siegal United Kingdom 39 924 0.4× 3.0k 1.3× 1.5k 1.2× 1.8k 2.1× 671 1.0× 122 5.3k
Virginia Slaughter Australia 42 1.1k 0.5× 3.6k 1.6× 2.3k 1.8× 2.1k 2.5× 458 0.7× 129 5.9k
Paul Leseman Netherlands 39 2.6k 1.1× 2.6k 1.2× 457 0.4× 864 1.0× 275 0.4× 134 5.2k

Countries citing papers authored by Angeline S. Lillard

Since Specialization
Citations

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

Fields of papers citing papers by Angeline S. Lillard

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Angeline S. Lillard. 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 Angeline S. Lillard. The network helps show where Angeline S. Lillard may publish in the future.

Co-authorship network of co-authors of Angeline S. Lillard

This figure shows the co-authorship network connecting the top 25 collaborators of Angeline S. Lillard. A scholar is included among the top collaborators of Angeline S. Lillard 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 Angeline S. Lillard. Angeline S. Lillard 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.
Lillard, Angeline S., et al.. (2024). When bigger looks better: CLASS results in public Montessori preschool classrooms. Early Childhood Research Quarterly. 70. 199–210. 2 indexed citations
2.
3.
Randolph, Justus, et al.. (2023). Montessori education's impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews. 19(3). e1330–e1330. 15 indexed citations
4.
Lillard, Angeline S.. (2023). Grand challenges in developmental psychology. 1. 1 indexed citations
5.
Lillard, Angeline S., et al.. (2023). Seeking Racial and Ethnic Parity in Preschool Outcomes. SHILAP Revista de lepidopterología. 9(1). 3 indexed citations
6.
Lillard, Angeline S., et al.. (2022). “My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni. Psychology in the Schools. 60(3). 541–565. 4 indexed citations
7.
Tong, Xin, et al.. (2021). Standardized Test Proficiency in Public Montessori Schools. Journal of School Choice. 16(1). 105–135. 9 indexed citations
8.
Lillard, Angeline S., et al.. (2021). An Association Between Montessori Education in Childhood and Adult Wellbeing. Frontiers in Psychology. 12. 721943–721943. 10 indexed citations
9.
Lillard, Angeline S., et al.. (2019). Authentic Montessori: The Dottoressa’s View at the End of Her Life Part I. SHILAP Revista de lepidopterología. 5(1). 1–18. 25 indexed citations
10.
Lillard, Angeline S., et al.. (2018). Pretend Play and Fantasy: What if Montessori Was Right?. Child Development Perspectives. 13(2). 85–90. 25 indexed citations
11.
Dore, Rebecca A., Eric Smith, & Angeline S. Lillard. (2017). Children Adopt the Traits of Characters in a Narrative. SHILAP Revista de lepidopterología. 2017. 1–16. 4 indexed citations
12.
Dore, Rebecca A., Kelly M. Hoffman, Angeline S. Lillard, & Sophie Trawalter. (2017). Developing cognitions about race: White 5‐ to 10‐year‐olds' perceptions of hardship and pain. European Journal of Social Psychology. 48(2). 6 indexed citations
13.
Hopkins, Emily J., Eric Smith, Deena Skolnick Weisberg, & Angeline S. Lillard. (2016). The Development of Substitute Object Pretense: The Differential Importance of Form and Function. Journal of Cognition and Development. 17(2). 197–220. 13 indexed citations
14.
Lillard, Angeline S., et al.. (2016). Removing Supplementary Materials from Montessori Classrooms Changed Child Outcomes. 2(1). 16–26. 10 indexed citations
15.
Boguszewski, Katherine, et al.. (2015). Can that really happen? Children’s knowledge about the reality status of fantastical events in television. Journal of Experimental Child Psychology. 139. 99–114. 42 indexed citations
16.
Lillard, Angeline S.. (2013). Playful Learning and Montessori Education.. 5(2). 157–186. 86 indexed citations
17.
Lillard, Angeline S.. (2011). What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers.. 23(3). 18–32. 7 indexed citations
18.
Lillard, Angeline S.. (2008). How Important Are the Montessori Materials. 20(4). 20–25. 8 indexed citations
19.
Lillard, Angeline S., et al.. (2000). Children's Understanding of the Animacy Constraint on Pretense.. DigitalCommons - WayneState (Wayne State University). 46(1). 21–44. 19 indexed citations
20.
Lillard, Angeline S. & Stephanie M. Curenton. (1999). Do Young Children Understand What Others Feel, Want, and Know? Research in Review.. Young children. 54(5). 52–57. 2 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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