Catherine A. Fiorello

1.6k total citations
30 papers, 844 citations indexed

About

Catherine A. Fiorello is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Experimental and Cognitive Psychology. According to data from OpenAlex, Catherine A. Fiorello has authored 30 papers receiving a total of 844 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Developmental and Educational Psychology, 11 papers in Statistics and Probability and 9 papers in Experimental and Cognitive Psychology. Recurrent topics in Catherine A. Fiorello's work include Cognitive and developmental aspects of mathematical skills (11 papers), Educational and Psychological Assessments (9 papers) and Cognitive Abilities and Testing (8 papers). Catherine A. Fiorello is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (11 papers), Educational and Psychological Assessments (9 papers) and Cognitive Abilities and Testing (8 papers). Catherine A. Fiorello collaborates with scholars based in United States, Mexico and Israel. Catherine A. Fiorello's co-authors include James B. Hale, Jo‐Ann B. Hoeppner, Jack Kavanagh, Dawn P. Flanagan, James A. Holdnack, Samuel O. Ortiz, Lisa Long, Frank H. Farley, Arie Cohen and Kelly A. Ryan and has published in prestigious journals such as Journal of Learning Disabilities, Intelligence and Learning and Individual Differences.

In The Last Decade

Catherine A. Fiorello

28 papers receiving 719 citations

Peers

Catherine A. Fiorello

DEP

ECP

SP

CN

EDUCA

Elizabeth O. Lichtenberger United States

Briley E. Proctor United States

Everett E. Davis United States

Marianne Röthlisberger Switzerland

Patrizia Cimeli Switzerland

Laura Traverso Italy

Eva Michel Germany

Carl Spring United States

Vesa Närhi Finland

Mary Wagner Fuhs United States

Elizabeth O. Lichtenberger United States

Catherine A. Fiorello

307 ×0.6

DEP

354 ×1.4

ECP

102 ×0.4

SP

173 ×1.0

CN

101 ×0.7

EDUCA

Citations per year, relative to Catherine A. Fiorello Catherine A. Fiorello (= 1×) peers Elizabeth O. Lichtenberger

Countries citing papers authored by Catherine A. Fiorello

Since Specialization

Citations

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

Fields of papers citing papers by Catherine A. Fiorello

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Catherine A. Fiorello. 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 Catherine A. Fiorello. The network helps show where Catherine A. Fiorello may publish in the future.

Co-authorship network of co-authors of Catherine A. Fiorello

This figure shows the co-authorship network connecting the top 25 collaborators of Catherine A. Fiorello. A scholar is included among the top collaborators of Catherine A. Fiorello 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 Catherine A. Fiorello. Catherine A. Fiorello 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:

20 of 20 papers shown

1.

Farley, Frank H., et al.. (2019). T behavior: Psychological implications of thrill-seeking/risk-taking. Current Psychology. 41(1). 200–207. 5 indexed citations

2.

Codding, Robin S., et al.. (2016). Mapping the Relationships Among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures. School Psychology Review. 45(1). 19–38. 7 indexed citations

3.

Fiorello, Catherine A., Dawn P. Flanagan, & James B. Hale. (2014). The Utility of the Pattern of the Strengths and Weaknesses Approach.. 20(1). 55–59. 3 indexed citations

4.

Fiorello, Catherine A., Dawn P. Flanagan, & James B. Hale. (2014). Response to the Special Issue: The Utility of the Pattern of the Strengths and Weaknesses Approach. 20(1). 7 indexed citations

5.

Poole, Jennifer, et al.. (2014). Cognitive and Academic Profiles Associated With Math Disability Subtypes. 20(1). 7 indexed citations

6.

Li, Chieh & Catherine A. Fiorello. (2011). Evolving practicum issues in school psychology preparation. Psychology in the Schools. 48(9). 901–910. 10 indexed citations

7.

Fiorello, Catherine A., et al.. (2009). A comparison of teachers' and school psychologists' perceptions of the importance of CHC abilities in the classroom. Psychology in the Schools. 46(6). 489–500. 5 indexed citations

8.

Fiorello, Catherine A.. (2009). Handbook of Intellectual and Developmental Disabilities. Archives of Clinical Neuropsychology. 24(1). 124–125. 5 indexed citations

9.

Hale, James B., et al.. (2008). WISC-IV interpretation for specific learning disabilities identification and intervention: A cognitive hypothesis testing approach.. 3 indexed citations

10.

Fiorello, Catherine A., et al.. (2007). Interpreting Intelligence Test Results for Children with Disabilities: Is Global Intelligence Relevant?. Applied Neuropsychology. 14(1). 2–12. 52 indexed citations

11.

Fiorello, Catherine A., et al.. (2006). Cognitive hypothesis testing and response to intervention for children with reading problems. Psychology in the Schools. 43(8). 835–853. 52 indexed citations

12.

Cohen, Arie, Catherine A. Fiorello, & Frank H. Farley. (2006). The cylindrical structure of the Wechsler Intelligence Scale for Children — IV: A retest of the Guttman model of intelligence. Intelligence. 34(6). 587–591. 23 indexed citations

13.

Fiorello, Catherine A., et al.. (2005). Research into practice: Cattell‐Horn‐Carroll cognitive assessment in practice: Eligibility and program development issues. Psychology in the Schools. 42(5). 525–536. 21 indexed citations

14.

Hale, James B., et al.. (2003). Predicting Math Achievement Through Neuropsychological Interpretation of WISC-III Variance Components. Journal of Psychoeducational Assessment. 21(4). 358–380. 28 indexed citations

15.

Fiorello, Catherine A., et al.. (2002). IQ interpretation for children with flat and variable test profiles. Learning and Individual Differences. 13(2). 115–125. 38 indexed citations

16.

Fiorello, Catherine A., et al.. (2001). The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students. Psychology in the Schools. 38(6). 497–504. 1 indexed citations

17.

Fiorello, Catherine A., et al.. (2001). The effectiveness of a computer-based instruction program: a comparative study. 1 indexed citations

18.

Fiorello, Catherine A., et al.. (2001). The differential impact of inclusion and inclusive practices on high, average, and low achieving general education students. Psychology in the Schools. 38(6). 497–504. 46 indexed citations

19.

Hale, James B., et al.. (2001). WISC-III predictors of academic achievement for children with learning disabilities: Are global and factor scores comparable?. School Psychology Quarterly. 16(1). 31–55. 69 indexed citations

20.

Hyman, Irwin A., et al.. (1998). School-Based Methylphenidate Placebo Protocols. Journal of Learning Disabilities. 31(6). 581–594. 16 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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