Cintia Rodríguez

1.3k total citations
55 papers, 687 citations indexed

About

Cintia Rodríguez is a scholar working on Developmental and Educational Psychology, Social Psychology and Education. According to data from OpenAlex, Cintia Rodríguez has authored 55 papers receiving a total of 687 indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 13 papers in Social Psychology and 13 papers in Education. Recurrent topics in Cintia Rodríguez's work include Child and Animal Learning Development (23 papers), Hearing Impairment and Communication (10 papers) and Language Development and Disorders (9 papers). Cintia Rodríguez is often cited by papers focused on Child and Animal Learning Development (23 papers), Hearing Impairment and Communication (10 papers) and Language Development and Disorders (9 papers). Cintia Rodríguez collaborates with scholars based in Spain, Mexico and Chile. Cintia Rodríguez's co-authors include Christiane Moro, Ana Moreno-Núñez, Edgardo Miranda‐Zapata, Ángel Rivière, Eduardo Martí, Nora Scheuer, Chris Sinha, Valérie Tartas and María Núñez and has published in prestigious journals such as Developmental Review, Foot & Ankle International and Journal of Child Language.

In The Last Decade

Cintia Rodríguez

54 papers receiving 647 citations

Peers

Cintia Rodríguez

DEP

EDUCA

ECP

Douglas A. Behrend United States

Elise Frank Masur United States

Masahiko Minami United States

Peter de Villiers United States

Vincent A. de Rooij Netherlands

Joan Lucariello United States

Anne K. Hickling United States

Catharine H. Echols United States

Amanda C. Brandone United States

Laura Shneidman United States

Douglas A. Behrend United States

Cintia Rodríguez

577 ×1.2

DEP

119 ×0.6

EDUCA

97 ×0.5

178 ×1.4

132 ×1.2

ECP

Citations per year, relative to Cintia Rodríguez Cintia Rodríguez (= 1×) peers Douglas A. Behrend

Countries citing papers authored by Cintia Rodríguez

Since Specialization

Citations

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

Fields of papers citing papers by Cintia Rodríguez

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Cintia Rodríguez

This figure shows the co-authorship network connecting the top 25 collaborators of Cintia Rodríguez. A scholar is included among the top collaborators of Cintia Rodríguez 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 Cintia Rodríguez. Cintia Rodríguez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Tartas, Valérie, et al.. (2024). EJPE welcomes special sections. European Journal of Psychology of Education. 39(2). 1501–1503. 1 indexed citations

Rodríguez, Cintia, et al.. (2024). Developing gestures in the infant classroom: from showing and giving to pointing. European Journal of Psychology of Education. 39(4). 4671–4702. 1 indexed citations

Rodríguez, Cintia, et al.. (2023). Developing communication through objects: Ostensive gestures as the first gestures in children's development. Developmental Review. 68. 101076–101076. 9 indexed citations

Rodríguez, Cintia. (2022). The Construction of Executive Function in Early Development: The Pragmatics of Action and Gestures. Human Development. 66(4-5). 239–259. 10 indexed citations

Rodríguez, Cintia, et al.. (2020). The emergence of gestures in the first year of life in the Infant School classroom. European Journal of Psychology of Education. 35(2). 265–287. 14 indexed citations

Rodríguez, Cintia, et al.. (2020). A Pragmatic Turn in the Study of Early Executive Functions by Object Use and Gestures. A Case Study from 8 to 17 Months of Age at a Nursery School. Integrative Psychological and Behavioral Science. 57(2). 607–654. 17 indexed citations

Rodríguez, Cintia, et al.. (2019). On perception as the basis for object concepts. Pragmatics & Cognition. 26(2-3). 321–356. 8 indexed citations

Moreno-Núñez, Ana, et al.. (2019). Musical dynamics in early triadic interactions: a case study. Psychological Research. 84(6). 1555–1571. 17 indexed citations

Moreno-Núñez, Ana, Cintia Rodríguez, & Edgardo Miranda‐Zapata. (2019). Getting away from the point: the emergence of ostensive gestures and their functions. Journal of Child Language. 47(3). 556–578. 17 indexed citations

10.

Rodríguez, Cintia, et al.. (2018). Communicative Mediation by Adults in the Construction of Symbolic Uses by Infants. Integrative Psychological and Behavioral Science. 52(2). 209–227. 8 indexed citations

11.

Rodríguez, Cintia, et al.. (2018). Early Understanding of Cardinal Number Value: Semiotic, Social, and Pragmatic Dimensions in a Case Study with a Child from 2 to 3 Years Old. Integrative Psychological and Behavioral Science. 53(3). 397–417. 6 indexed citations

12.

Moreno-Núñez, Ana, et al.. (2017). Rhythmic ostensive gestures: How adults facilitate infants’ entrance into early triadic interactions. Infant Behavior and Development. 49. 168–181. 38 indexed citations

13.

Rodríguez, Cintia, et al.. (2015). La comprensión del dado como objeto con funciones numéricas. Un estudio longitudinal con dos niños desde los 24 a los 36 meses en interacción con un adulto. Studies in Psychology Estudios de Psicología. 36(1). 59–70. 1 indexed citations

14.

Moreno-Núñez, Ana, et al.. (2015). The Rhythmic, Sonorous and Melodic Components of Adult-Child-Object Interactions Between 2 and 6 Months Old. Integrative Psychological and Behavioral Science. 49(4). 737–756. 32 indexed citations

15.

Rodríguez, Cintia, et al.. (2014). First symbols in a girl with Down syndrome: A longitudinal study from 12 to 18 months. Infant Behavior and Development. 37(3). 416–427. 14 indexed citations

16.

Rodríguez, Cintia. (2012). El adulto como guía: ¿el eslabón perdido de desarrollo temprano?. 23–26. 1 indexed citations

17.

Sinha, Chris & Cintia Rodríguez. (2008). Language and the signifying object. Foot & Ankle International. 22(11). 890–4. 1 indexed citations

18.

Rodríguez, Cintia, et al.. (2007). Do private gestures have a self-regulatory function?. Infant Behavior and Development. 30(2). 180–194. 47 indexed citations

19.

Rodríguez, Cintia & Christiane Moro. (1991). ¿Por qué tiende el niño el objeto hacia el adulto? La construcción social de la significación de los objetos. Journal for the Study of Education and Development Infancia y Aprendizaje. 99–118. 7 indexed citations

20.

Rivière, Ángel, Christiane Moro, & Cintia Rodríguez. (1990). La psychologie de Vygotsky. 10 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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