Claire E. Cameron

5.6k total citations · 4 hit papers
45 papers, 3.9k citations indexed

About

Claire E. Cameron is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Claire E. Cameron has authored 45 papers receiving a total of 3.9k indexed citations (citations by other indexed papers that have themselves been cited), including 27 papers in Developmental and Educational Psychology, 25 papers in Education and 17 papers in Statistics and Probability. Recurrent topics in Claire E. Cameron's work include Children's Physical and Motor Development (18 papers), Early Childhood Education and Development (17 papers) and Cognitive and developmental aspects of mathematical skills (17 papers). Claire E. Cameron is often cited by papers focused on Children's Physical and Motor Development (18 papers), Early Childhood Education and Development (17 papers) and Cognitive and developmental aspects of mathematical skills (17 papers). Claire E. Cameron collaborates with scholars based in United States, Belgium and United Kingdom. Claire E. Cameron's co-authors include Megan M. McClelland, Frederick J. Morrison, Carol McDonald Connor, Abigail M. Jewkes, David W. Grissmer, William M. Murrah, Robert J. Duncan, Ryan P. Bowles, Laura L. Brock and Alan C. Acock and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Journal of Nutrition.

In The Last Decade

Claire E. Cameron

45 papers receiving 3.7k citations

Hit Papers

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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.

Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

2007 1.1k citations Megan M. McClelland, Claire E. Cameron et al. Developmental Psychology profile →
Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures

2011 467 citations Megan M. McClelland, Claire E. Cameron Child Development Perspectives profile →
Predictors of early growth in academic achievement: the head-toes-knees-shoulders task

2014 438 citations Megan M. McClelland, Claire E. Cameron et al. Frontiers in Psychology profile →
Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

2012 366 citations Claire E. Cameron, Laura L. Brock et al. Child Development profile →

Author Peers

Peers are selected by citation overlap in the author's most active subfields. citations · hero ref

Author						Papers	Cites
Claire E. Cameron	2.6k	1.9k	1.1k	716	580	45	3.9k
Claire Cameron Ponitz	1.9k 0.7×	1.1k 0.6×	781 0.7×	383 0.5×	203 0.3×	14	2.6k
Dale C. Farran	1.9k 0.7×	933 0.5×	766 0.7×	504 0.7×	244 0.4×	90	2.7k
Stuart Marcovitch	1.1k 0.4×	1.7k 0.9×	1.2k 1.1×	315 0.4×	292 0.5×	72	3.5k
Kenneth A. Kavale	2.1k 0.8×	2.9k 1.5×	1.7k 1.6×	623 0.9×	159 0.3×	145	5.2k
Janet E. Fischel	2.5k 1.0×	3.0k 1.6×	706 0.6×	224 0.3×	253 0.4×	45	4.3k
Nicole Harlaar	849 0.3×	1.0k 0.5×	764 0.7×	402 0.6×	226 0.4×	67	3.4k
Randy W. Kamphaus	1.1k 0.4×	1.1k 0.6×	1.6k 1.5×	226 0.3×	227 0.4×	118	3.4k
Sally J. Wadsworth	1.2k 0.5×	2.1k 1.1×	343 0.3×	722 1.0×	158 0.3×	110	3.2k
Kenneth Eklund	1.6k 0.6×	3.3k 1.7×	383 0.4×	1.2k 1.7×	208 0.4×	95	4.5k
Claudia M. Roebers	1.2k 0.5×	3.1k 1.6×	474 0.4×	526 0.7×	562 1.0×	167	5.0k

Countries citing papers authored by Claire E. Cameron

Since Specialization

Citations

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

Fields of papers citing papers by Claire E. Cameron

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Claire E. Cameron. 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 Claire E. Cameron. The network helps show where Claire E. Cameron may publish in the future.

Co-authorship network of co-authors of Claire E. Cameron

This figure shows the co-authorship network connecting the top 25 collaborators of Claire E. Cameron. A scholar is included among the top collaborators of Claire E. Cameron 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 Claire E. Cameron. Claire E. Cameron 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

Cameron, Claire E., et al.. (2024). HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness. Frontiers in Psychology. 14. 1202239–1202239. 2 indexed citations

Bowles, Ryan P., et al.. (2024). Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers. Early Childhood Education Journal. 54(1). 317–327. 1 indexed citations

Cameron, Claire E., et al.. (2022). How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions. Teaching and Teacher Education. 121. 103931–103931. 2 indexed citations

Rideout, Todd C., Claire E. Cameron, Heather K. Lehman, et al.. (2022). Egg Introduction during Infancy is Associated with Lower Fat Mass Index in Females at Early Adolescence. Journal of Nutrition. 153(1). 158–166. 1 indexed citations

Wen, Xiaozhong, et al.. (2022). Frequency of Infant Egg Consumption and Risk of Maternal-Reported Egg Allergy at 6 Years. Journal of Nutrition. 153(1). 364–372. 7 indexed citations

Cameron, Claire E., et al.. (2021). Financial scarcity is indirectly related to multiple aspects of executive function through stress and the strength of association depends on childhood poverty. 5(4). 464–477. 8 indexed citations

McClelland, Megan M., et al.. (2021). The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children. Frontiers in Psychology. 12. 721846–721846. 23 indexed citations

Cameron, Claire E., Helyn Kim, Robert J. Duncan, Derek R. Becker, & Megan M. McClelland. (2019). Bidirectional and co-developing associations of cognitive, mathematics, and literacy skills during kindergarten. Journal of Applied Developmental Psychology. 62. 135–144. 54 indexed citations

Kim, Helyn, Chelsea A. K. Duran, Claire E. Cameron, & David W. Grissmer. (2018). Developmental Relations among Motor and Cognitive Processes and Mathematics Skills.. Grantee Submission. 89(2). 476–494. 4 indexed citations

10.

Kim, Helyn, Chelsea A. K. Duran, Claire E. Cameron, & David W. Grissmer. (2017). Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills. Child Development. 89(2). 476–494. 80 indexed citations

11.

Cameron, Claire E., Elizabeth A. Cottone, William M. Murrah, & David W. Grissmer. (2016). How Are Motor Skills Linked to Children's School Performance and Academic Achievement?. Child Development Perspectives. 10(2). 93–98. 175 indexed citations

12.

Cameron, Claire E., Laura L. Brock, Bridget E. Hatfield, et al.. (2015). Visuomotor integration and inhibitory control compensate for each other in school readiness.. Developmental Psychology. 51(11). 1529–1543. 64 indexed citations

13.

McClelland, Megan M., Claire E. Cameron, Robert J. Duncan, et al.. (2014). Predictors of early growth in academic achievement: the head-toes-knees-shoulders task. Frontiers in Psychology. 5. 599–599. 438 indexed citations breakdown →

14.

Murrah, William M., Weibing Chen, & Claire E. Cameron. (2013). Why Do Fine Motor Skills Predict Mathematics? Construct Validity of the Design Copying Task.. Society for Research on Educational Effectiveness. 1 indexed citations

15.

Cameron, Claire E., et al.. (2012). Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement. Child Development. 83(4). 1229–1244. 366 indexed citations breakdown →

16.

McClelland, Megan M. & Claire E. Cameron. (2011). Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives. 6(2). 136–142. 467 indexed citations breakdown →

17.

McClelland, Megan M. & Claire E. Cameron. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development. 2011(133). 29–44. 183 indexed citations

18.

McClelland, Megan M., et al.. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.. Developmental Psychology. 43(4). 947–959. 1139 indexed citations breakdown →

19.

Cameron, Claire E., Carol McDonald Connor, Frederick J. Morrison, & Abigail M. Jewkes. (2007). Effects of classroom organization on letter–word reading in first grade. Journal of School Psychology. 46(2). 173–192. 87 indexed citations

20.

Cameron, Claire E. & John W. Hagen. (2005). Women in child development: Themes from the SRCD Oral History Project.. History of Psychology. 8(3). 289–316. 7 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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