Catharine H. Echols

1.5k total citations
26 papers, 1.0k citations indexed

About

Catharine H. Echols is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Catharine H. Echols has authored 26 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 7 papers in Experimental and Cognitive Psychology and 4 papers in Education. Recurrent topics in Catharine H. Echols's work include Language Development and Disorders (17 papers), Child and Animal Learning Development (15 papers) and Reading and Literacy Development (10 papers). Catharine H. Echols is often cited by papers focused on Language Development and Disorders (17 papers), Child and Animal Learning Development (15 papers) and Reading and Literacy Development (10 papers). Catharine H. Echols collaborates with scholars based in United States, Australia and Dominican Republic. Catharine H. Echols's co-authors include Melissa A. Koenig, Ann L. Brown, Elissa L. Newport, Jane B. Childers, Mary Jo Kane, Megan J. Crowhurst, Sheila Krogh‐Jespersen, Bonnie B. Armbruster, Micah B. Goldwater and Bradley C. Love and has published in prestigious journals such as Child Development, Developmental Psychology and Cognition.

In The Last Decade

Catharine H. Echols

25 papers receiving 891 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Catharine H. Echols United States 12 846 376 222 152 112 26 1.0k
William E. Merriman United States 19 1.3k 1.5× 282 0.8× 358 1.6× 144 0.9× 133 1.2× 64 1.4k
Traute Taeschner Italy 9 847 1.0× 372 1.0× 199 0.9× 108 0.7× 304 2.7× 20 1.2k
Amanda Seidl United States 19 988 1.2× 576 1.5× 254 1.1× 171 1.1× 80 0.7× 43 1.3k
Nivedita Mani Germany 21 1.4k 1.6× 656 1.7× 788 3.5× 135 0.9× 101 0.9× 81 1.7k
Soonja Choi United States 16 1.0k 1.2× 813 2.2× 197 0.9× 82 0.5× 404 3.6× 33 1.6k
Beverly A. Goldfield United States 10 911 1.1× 107 0.3× 210 0.9× 230 1.5× 128 1.1× 16 1.1k
Marisa Casillas Netherlands 16 625 0.7× 243 0.6× 133 0.6× 115 0.8× 202 1.8× 48 829
Esther Dromi Israel 16 962 1.1× 139 0.4× 342 1.5× 84 0.6× 154 1.4× 41 1.1k
Roberta Corrigan United States 17 534 0.6× 145 0.4× 189 0.9× 96 0.6× 146 1.3× 38 723
Paula Marentette Canada 14 750 0.9× 344 0.9× 199 0.9× 60 0.4× 268 2.4× 24 899

Countries citing papers authored by Catharine H. Echols

Since Specialization
Citations

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

Fields of papers citing papers by Catharine H. Echols

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Catharine H. Echols. 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 Catharine H. Echols. The network helps show where Catharine H. Echols may publish in the future.

Co-authorship network of co-authors of Catharine H. Echols

This figure shows the co-authorship network connecting the top 25 collaborators of Catharine H. Echols. A scholar is included among the top collaborators of Catharine H. Echols 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 Catharine H. Echols. Catharine H. Echols 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.
Goldwater, Micah B., et al.. (2018). Speech Facilitates the Categorization of Motions in 9-Month-Old Infants. Frontiers in Psychology. 9. 2146–2146. 1 indexed citations
2.
Krogh‐Jespersen, Sheila & Catharine H. Echols. (2018). Children’s explicit assessments of reliability influence their willingness to learn novel labels. Journal of Experimental Child Psychology. 170. 197–206. 5 indexed citations
3.
Echols, Catharine H., et al.. (2017). Accepting labels in two languages: Relationships with exposure and language awareness. 8. 2 indexed citations
4.
Echols, Catharine H., et al.. (2016). Causal Clarity Prevents the Emergence of Social Biases in Children’s Excusing of Mistakes. Journal of Cognition and Development. 18(2). 270–288. 3 indexed citations
5.
Echols, Catharine H., et al.. (2014). Playing by the rules: Self-interest information influences children’s trust and trustworthiness in the absence of feedback. Cognition. 134. 140–154. 17 indexed citations
6.
Echols, Catharine H.. (2014). A Role for Stress in Early Speech Segmentation. 163–182. 8 indexed citations
7.
Echols, Catharine H., et al.. (2013). Developmental differences in the relative weighing of informants' social attributes.. Developmental Psychology. 49(3). 602–613. 26 indexed citations
8.
Krogh‐Jespersen, Sheila & Catharine H. Echols. (2012). The Influence of Speaker Reliability on First Versus Second Label Learning. Child Development. 83(2). 581–590. 47 indexed citations
9.
Goldwater, Micah B., Marc Tomlinson, Catharine H. Echols, & Bradley C. Love. (2010). Structural Priming as Structure‐Mapping: Children Use Analogies From Previous Utterances to Guide Sentence Production. Cognitive Science. 35(1). 156–170. 33 indexed citations
10.
Koenig, Melissa A. & Catharine H. Echols. (2003). Infants' understanding of false labeling events: the referential roles of words and the speakers who use them. Cognition. 87(3). 179–208. 178 indexed citations
11.
Echols, Catharine H., Megan J. Crowhurst, & Jane B. Childers. (1997). The Perception of Rhythmic Units in Speech by Infants and Adults. Journal of Memory and Language. 36(2). 202–225. 143 indexed citations
12.
Childers, Jane B. & Catharine H. Echols. (1996). Infants' attention to stressed and word-final syllables: Implications for word-level segmentation. Infant Behavior and Development. 19. 391–391. 2 indexed citations
13.
Echols, Catharine H., et al.. (1996). The role of stress and articulatory difficulty in children's early productions.. Developmental Psychology. 32(1). 165–176. 5 indexed citations
14.
Echols, Catharine H., et al.. (1996). Stressed and word-final syllables in infant-directed speech. Infant Behavior and Development. 19(4). 401–418. 59 indexed citations
15.
Echols, Catharine H., et al.. (1996). The role of stress and articulatory difficulty in children's early productions.. Developmental Psychology. 32(1). 165–176. 7 indexed citations
16.
Echols, Catharine H.. (1993). A perceptually-based model of children's earliest productions. Cognition. 46(3). 245–296. 86 indexed citations
17.
Echols, Catharine H. & Elissa L. Newport. (1992). The Role of Stress and Position in Determining First Words. Language Acquisition. 2(3). 189–220. 134 indexed citations
18.
Echols, Catharine H.. (1992). The Role of Linguistic Context in the Identification of Nouns and Verbs by Young Language Learners.. 1 indexed citations
19.
Echols, Catharine H.. (1987). A Perceptually-Based Model of Children's First Words. University Microfilms International eBooks. 9 indexed citations
20.
Armbruster, Bonnie B., Catharine H. Echols, & Ann L. Brown. (1983). THE ROLE OF METACOGNITION IN READING TO LEARN: A DEVELOPMENTAL PERSPECTIVE. Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign). 49 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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