Céline Lanoë

525 total citations
23 papers, 383 citations indexed

About

Céline Lanoë is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Statistics and Probability. According to data from OpenAlex, Céline Lanoë has authored 23 papers receiving a total of 383 indexed citations (citations by other indexed papers that have themselves been cited), including 17 papers in Developmental and Educational Psychology, 12 papers in Cognitive Neuroscience and 11 papers in Statistics and Probability. Recurrent topics in Céline Lanoë's work include Cognitive and developmental aspects of mathematical skills (11 papers), Reading and Literacy Development (8 papers) and Neuroscience, Education and Cognitive Function (7 papers). Céline Lanoë is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (11 papers), Reading and Literacy Development (8 papers) and Neuroscience, Education and Cognitive Function (7 papers). Céline Lanoë collaborates with scholars based in France and United Kingdom. Céline Lanoë's co-authors include Amélie Lubin, Olivier Houdé, Sandrine Rossi, Arlette Pineau, Nicolas Poirel, Grégoire Borst, Julie Vidal, Grégory Simon, Gaëlle Leroux and Bernard Mazoyer and has published in prestigious journals such as PLoS ONE, NeuroImage and Journal of Educational Psychology.

In The Last Decade

Céline Lanoë

22 papers receiving 373 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Céline Lanoë France 12 219 177 166 103 97 23 383
Alena G. Esposito United States 14 286 1.3× 161 0.9× 66 0.4× 92 0.9× 120 1.2× 28 436
Ruth Schumann-Hengsteler Germany 11 203 0.9× 143 0.8× 157 0.9× 100 1.0× 130 1.3× 25 394
Xiangzhi Meng China 18 578 2.6× 528 3.0× 269 1.6× 109 1.1× 97 1.0× 47 787
Hannah E. Roome United Kingdom 7 155 0.7× 118 0.7× 128 0.8× 83 0.8× 85 0.9× 16 296
Melissa M. Kibbe United States 14 300 1.4× 220 1.2× 113 0.7× 115 1.1× 86 0.9× 46 504
Jessica Bulthé Belgium 9 372 1.7× 464 2.6× 354 2.1× 162 1.6× 88 0.9× 11 675
Angela M. AuBuchon United States 11 225 1.0× 338 1.9× 31 0.2× 26 0.3× 133 1.4× 21 443
David M. Gómez Chile 11 153 0.7× 139 0.8× 108 0.7× 97 0.9× 81 0.8× 22 363
Christina Artemenko Germany 13 94 0.4× 250 1.4× 223 1.3× 67 0.7× 116 1.2× 40 448
Wutian Zhang China 5 135 0.6× 183 1.0× 126 0.8× 73 0.7× 69 0.7× 7 330

Countries citing papers authored by Céline Lanoë

Since Specialization
Citations

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

Fields of papers citing papers by Céline Lanoë

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Céline Lanoë

This figure shows the co-authorship network connecting the top 25 collaborators of Céline Lanoë. A scholar is included among the top collaborators of Céline Lanoë 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 Céline Lanoë. Céline Lanoë 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.
Lubin, Amélie, et al.. (2024). Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students. Mind Brain and Education. 18(2). 173–186. 1 indexed citations
2.
Rossi, Sandrine, et al.. (2019). DO I STILL NEED MY BRAIN? EVOLUTION OF NAÏVE MIND-BRAIN CONCEPTIONS FROM CHILDHOOD TO ADULTHOOD. 2. 283–285. 2 indexed citations
3.
Lubin, Amélie, et al.. (2016). Executive Functions Differentially Contribute to Fourth Graders’ Mathematics, Reading, and Spelling Skills. Journal of Cognitive Education and Psychology. 15(3). 444–463. 20 indexed citations
4.
Lanoë, Céline, Julie Vidal, Amélie Lubin, Olivier Houdé, & Grégoire Borst. (2015). Inhibitory control is needed to overcome written verb inflection errors: Evidence from a developmental negative priming study. Cognitive Development. 37. 18–27. 21 indexed citations
5.
Rossi, Sandrine, Céline Lanoë, Nicolas Poirel, et al.. (2015). When I Met my brain: Participating in a neuroimaging study influences children’s naïve mind–brain conceptions. Trends in Neuroscience and Education. 4(4). 92–97. 5 indexed citations
6.
Lubin, Amélie, Sandrine Rossi, Nicolas Poirel, et al.. (2015). The Role of Self-Action in 2-Year-Old Children: An Illustration of the Arithmetical Inversion Principle before Formal Schooling. HAL (Le Centre pour la Communication Scientifique Directe). 2015. 1–7. 1 indexed citations
7.
Leroux, Gaëlle, et al.. (2013). How to best train children and adolescents for fMRI? Meta-analysis of the training methods in developmental neuroimaging. SPIRE - Sciences Po Institutional REpository. 2(1). 44–70. 4 indexed citations
8.
Simon, Grégory, Céline Lanoë, Nicolas Poirel, et al.. (2013). Dynamics of the Anatomical Changes That Occur in the Brains of Schoolchildren as They Learn to Read. PLoS ONE. 8(12). e81789–e81789. 19 indexed citations
9.
Rossi, Sandrine, Amélie Lubin, Grégory Simon, et al.. (2013). Structural brain correlates of executive engagement in working memory: Children's inter-individual differences are reflected in the anterior insular cortex. Neuropsychologia. 51(7). 1145–1150. 18 indexed citations
10.
Leroux, Gaëlle, Amélie Lubin, Olivier Houdé, & Céline Lanoë. (2013). How to best train children and adolescents for fMRI? Meta-analysis of the training methods in developmental neuroimaging. HAL (Le Centre pour la Communication Scientifique Directe). 2 indexed citations
11.
Lubin, Amélie, Sandrine Rossi, Grégory Simon, et al.. (2013). Numerical Transcoding Proficiency in 10-Year-Old Schoolchildren is Associated with Gray Matter Inter-Individual Differences: A Voxel-Based Morphometry Study. Frontiers in Psychology. 4. 197–197. 13 indexed citations
12.
Lubin, Amélie, Julie Vidal, Céline Lanoë, Olivier Houdé, & Grégoire Borst. (2013). Inhibitory control is needed for the resolution of arithmetic word problems: A developmental negative priming study.. Journal of Educational Psychology. 105(3). 701–708. 57 indexed citations
13.
Rossi, Sandrine, Amélie Lubin, Céline Lanoë, & Arlette Pineau. (2012). Une pédagogie du contrôle cognitif pour l’amélioration de l’attention à la consigne chez l’enfant de 4-5 ans. 1(1). 29–54. 16 indexed citations
14.
Lubin, Amélie, Céline Lanoë, Arlette Pineau, & Sandrine Rossi. (2012). Apprendre à inhiber : une pédagogie innovante au service des apprentissages scolaires fondamentaux (mathématiques et orthographe) chez des élèves de 6 à 11 ans. 1(1). 55–84. 21 indexed citations
15.
Poirel, Nicolas, Grégory Simon, Mathieu Cassotti, et al.. (2011). The Shift from Local to Global Visual Processing in 6-Year-Old Children Is Associated with Grey Matter Loss. PLoS ONE. 6(6). e20879–e20879. 48 indexed citations
16.
Houdé, Olivier, Arlette Pineau, Gaëlle Leroux, et al.. (2011). Functional magnetic resonance imaging study of Piaget’s conservation-of-number task in preschool and school-age children: A neo-Piagetian approach. Journal of Experimental Child Psychology. 110(3). 332–346. 75 indexed citations
17.
Poirel, Nicolas, Manuel Vidal, Arlette Pineau, et al.. (2010). Evidence of Different Developmental Trajectories for Length Estimation According to Egocentric and Allocentric Viewpoints in Children and Adults. Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie). 58(2). 142–146. 15 indexed citations
18.
Lubin, Amélie, Nicolas Poirel, Sandrine Rossi, et al.. (2009). Pedagogical Effect of Action on Arithmetic Performances in Wynn-Like Tasks Solved by 2-Year-Olds. Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie). 57(6). 405–411. 9 indexed citations
19.
Houdé, Olivier, Arlette Pineau, Gaëlle Leroux, et al.. (2009). FMRI study of Piagetian cognitive stages in human development: A neo-Piagetian approach. NeuroImage. 47. S177–S177. 1 indexed citations
20.
Lanoë, Céline & Agnès Florin. (2000). Les parents et l'apprentissage du langage chez les enfants de 2 à 8 ans. 4(1). 141–171. 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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