Catherine Willis

4.1k total citations · 2 hit papers
19 papers, 3.0k citations indexed

About

Catherine Willis is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Catherine Willis has authored 19 papers receiving a total of 3.0k indexed citations (citations by other indexed papers that have themselves been cited), including 15 papers in Developmental and Educational Psychology, 7 papers in Education and 6 papers in Statistics and Probability. Recurrent topics in Catherine Willis's work include Reading and Literacy Development (14 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Language Development and Disorders (4 papers). Catherine Willis is often cited by papers focused on Reading and Literacy Development (14 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Language Development and Disorders (4 papers). Catherine Willis collaborates with scholars based in United Kingdom, United States and Australia. Catherine Willis's co-authors include Susan E. Gathercole, Alan Baddeley, Tracy Adams, Hazel Emslie, Tracy Packiam Alloway, Fiona R. Simmons, Emily Lamont, Lorna Bourke, Ralph Pawling and Randy Stoecker and has published in prestigious journals such as Developmental Psychology, Journal of Experimental Child Psychology and British Journal of Psychology.

In The Last Decade

Catherine Willis

19 papers receiving 2.8k citations

Hit Papers

align trajectories

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.

The children's test of nonword repetition: A test of phonological working memory

1994 689 citations Susan E. Gathercole, Catherine Willis et al. Memory profile →
Working memory in children with reading disabilities

2005 553 citations Susan E. Gathercole, Tracy Packiam Alloway et al. Journal of Experimental Child Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Catherine Willis United Kingdom	14	2.4k	1.2k	769	557	534	19	3.0k
Lisa M. D. Archibald Canada	24	2.3k 1.0×	1.3k 1.0×	542 0.7×	427 0.8×	382 0.7×	72	2.8k
Robin L. Peterson United States	20	1.5k 0.6×	945 0.8×	547 0.7×	361 0.6×	230 0.4×	40	2.2k
Zvia Breznitz Israel	30	2.0k 0.9×	1.2k 1.0×	849 1.1×	656 1.2×	241 0.5×	89	2.6k
Elisabet Service Finland	29	2.4k 1.0×	2.2k 1.8×	512 0.7×	171 0.3×	638 1.2×	58	3.4k
Lucy Cragg United Kingdom	27	1.1k 0.5×	1.0k 0.8×	1.1k 1.4×	953 1.7×	527 1.0×	44	2.6k
Chris Donlan United Kingdom	17	1.4k 0.6×	599 0.5×	576 0.7×	427 0.8×	241 0.5×	39	1.9k
Linda J. Lombardino United States	21	1.3k 0.5×	1.2k 1.0×	270 0.4×	306 0.5×	181 0.3×	65	2.0k
Kevin J. Riggs United Kingdom	24	1.2k 0.5×	1.2k 0.9×	257 0.3×	296 0.5×	344 0.6×	63	2.0k
Elizabeth S. Norton United States	23	1.5k 0.6×	1.4k 1.1×	581 0.8×	397 0.7×	182 0.3×	67	2.4k
James W. Montgomery United States	28	2.5k 1.1×	1.8k 1.4×	153 0.2×	274 0.5×	251 0.5×	55	2.8k

Countries citing papers authored by Catherine Willis

Since Specialization

Citations

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

Fields of papers citing papers by Catherine Willis

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Catherine Willis

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

19 of 19 papers shown

1.

Ritchie, Helen E., et al.. (2021). Identification‐Based Multiple‐Choice Assessments in Anatomy can be as Reliable and Challenging as Their Free‐Response Equivalents. Anatomical Sciences Education. 14(3). 287–295. 4 indexed citations

2.

Simmons, Fiona R., et al.. (2015). Exploring relationships between working memory and writing: Individual differences associated with gender. Learning and Individual Differences. 40. 101–107. 20 indexed citations

3.

Simmons, Fiona R., et al.. (2015). Identifying the cognitive predictors of early counting and calculation skills: Evidence from a longitudinal study. Journal of Experimental Child Psychology. 140. 16–37. 27 indexed citations

4.

Willis, Catherine & Randy Stoecker. (2013). Grassroots organizations and leadership education. Community Development. 44(4). 441–455. 2 indexed citations

5.

Adams, Tracy, et al.. (2011). The impact of the development of verbal recoding on children's early writing skills. British Journal of Educational Psychology. 83(1). 76–97. 12 indexed citations

6.

Simmons, Fiona R., Catherine Willis, & Tracy Adams. (2011). Different components of working memory have different relationships with different mathematical skills. Journal of Experimental Child Psychology. 111(2). 139–155. 99 indexed citations

7.

Adams, Tracy, Fiona R. Simmons, Catherine Willis, & Ralph Pawling. (2010). Undergraduate students' ability to revise text effectively: relationships with topic knowledge and working memory. Journal of Research in Reading. 33(1). 54–76. 13 indexed citations

8.

Stoecker, Randy, et al.. (2009). The Community Leadership Educator’s Perspective on Program Sustainability. Journal of Leadership Education. 8(2). 206–223. 2 indexed citations

9.

Gathercole, Susan E., Tracy Packiam Alloway, Catherine Willis, & Tracy Adams. (2005). Working memory in children with reading disabilities. Journal of Experimental Child Psychology. 93(3). 265–281. 553 indexed citations breakdown →

10.

Alloway, Tracy Packiam, et al.. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology. 23(3). 417–426. 241 indexed citations

11.

Alloway, Tracy Packiam, Susan E. Gathercole, Tracy Adams, & Catherine Willis. (2005). Working memory abilities in children with special educational needs. Educational and Child Psychology. 22(4). 56–67. 36 indexed citations

12.

Alloway, Tracy Packiam, Susan E. Gathercole, Catherine Willis, & Tracy Adams. (2003). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology. 87(2). 85–106. 412 indexed citations

13.

Willis, Catherine & Susan E. Gathercole. (2001). Phonological short-term memory contributions to sentence processing in young children. Memory. 9(4-6). 349–363. 95 indexed citations

14.

Ferguson, Neil, et al.. (2001). Moral Reasoning among Nigerian Northern Irish Children: A Cross-Cultural Comparison Using the Sociomoral Reflection Measure -Short Form.. IFE PsychologIA. 9(2). 1 indexed citations

15.

Adams, Tracy, Lorna Bourke, & Catherine Willis. (1999). Working Memory and Spoken Language Comprehension in Young Children. International Journal of Psychology. 34(5-6). 364–373. 76 indexed citations

16.

Gathercole, Susan E., Catherine Willis, Alan Baddeley, & Hazel Emslie. (1994). The children's test of nonword repetition: A test of phonological working memory. Memory. 2(2). 103–127. 689 indexed citations breakdown →

17.

Gathercole, Susan E., Catherine Willis, Hazel Emslie, & Alan Baddeley. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study.. Developmental Psychology. 28(5). 887–898. 29 indexed citations

18.

Gathercole, Susan E., Catherine Willis, Hazel Emslie, & Alan Baddeley. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study.. Developmental Psychology. 28(5). 887–898. 492 indexed citations

19.

Gathercole, Susan E., Catherine Willis, & Alan Baddeley. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology. 82(3). 387–406. 185 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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