Clancy Blair

29.2k total citations · 14 hit papers
219 papers, 20.8k citations indexed

About

Clancy Blair is a scholar working on Education, Clinical Psychology and Pediatrics, Perinatology and Child Health. According to data from OpenAlex, Clancy Blair has authored 219 papers receiving a total of 20.8k indexed citations (citations by other indexed papers that have themselves been cited), including 110 papers in Education, 107 papers in Clinical Psychology and 44 papers in Pediatrics, Perinatology and Child Health. Recurrent topics in Clancy Blair's work include Early Childhood Education and Development (104 papers), Child and Adolescent Psychosocial and Emotional Development (97 papers) and Stress Responses and Cortisol (42 papers). Clancy Blair is often cited by papers focused on Early Childhood Education and Development (104 papers), Child and Adolescent Psychosocial and Emotional Development (97 papers) and Stress Responses and Cortisol (42 papers). Clancy Blair collaborates with scholars based in United States, Qatar and United Kingdom. Clancy Blair's co-authors include C. Cybele Raver, Rachel A. Razza, Michael T. Willoughby, Mark T. Greenberg, Adele Diamond, Douglas A. Granger, Alexandra Ursache, Karen L. Bierman, Robert L. Nix and W. Roger Mills‐Koonce and has published in prestigious journals such as Proceedings of the National Academy of Sciences, PLoS ONE and NeuroImage.

In The Last Decade

Clancy Blair

217 papers receiving 19.7k citations

Hit Papers

align trajectories sort by overperformance

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.

Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten

2007 2.3k citations Clancy Blair et al. Child Development profile →
School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

2002 1.1k citations Clancy Blair American Psychologist profile →
School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

2002 1.1k citations Clancy Blair American Psychologist profile →
Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

2008 800 citations Clancy Blair et al. Development and Psychopathology profile →
School Readiness and Self-Regulation: A Developmental Psychobiological Approach

2014 751 citations Clancy Blair, C. Cybele Raver profile →
Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

2008 612 citations Clancy Blair et al. Child Development profile →
Intelligence: New findings and theoretical developments.

2012 605 citations Richard E. Nisbett, Joshua Aronson et al. American Psychologist profile →
The development of cognitive skills and gains in academic school readiness for children from low-income families.

2010 576 citations Clancy Blair et al. profile →
Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

2008 564 citations Clancy Blair et al. Development and Psychopathology profile →
Child development in the context of adversity: Experiential canalization of brain and behavior.

2012 519 citations Clancy Blair, C. Cybele Raver American Psychologist profile →
Salivary Cortisol Mediates Effects of Poverty and Parenting on Executive Functions in Early Childhood

2011 453 citations Clancy Blair, Douglas A. Granger et al. Child Development profile →
Poverty, Stress, and Brain Development: New Directions for Prevention and Intervention

2016 329 citations Clancy Blair, C. Cybele Raver profile →
Poverty as a predictor of 4-year-olds' executive function: New perspectives on models of differential susceptibility.

2012 304 citations C. Cybele Raver, Clancy Blair et al. Developmental Psychology profile →
Closing the Achievement Gap through Modification of Neurocognitive and Neuroendocrine Function: Results from a Cluster Randomized Controlled Trial of an Innovative Approach to the Education of Children in Kindergarten

2014 286 citations Clancy Blair, C. Cybele Raver profile →

Author Peers

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

Author						Papers	Cites
Clancy Blair	11.0k	9.0k	6.1k	3.3k	2.9k	219	20.8k
Philip David Zelazo	4.8k 0.4×	6.3k 0.7×	8.1k 1.3×	4.7k 1.4×	1.6k 0.6×	206	20.3k
Mary K. Rothbart	7.8k 0.7×	18.7k 2.1×	4.4k 0.7×	6.7k 2.0×	2.4k 0.8×	158	30.7k
Barbara Maughan	4.6k 0.4×	10.8k 1.2×	2.0k 0.3×	1.7k 0.5×	1.2k 0.4×	213	18.2k
Claire Hughes	3.5k 0.3×	4.8k 0.5×	6.2k 1.0×	1.7k 0.5×	903 0.3×	201	13.6k
Cecil R. Reynolds	3.2k 0.3×	5.8k 0.6×	3.4k 0.6×	3.6k 1.1×	848 0.3×	286	13.5k
Michel Boivin	5.6k 0.5×	10.5k 1.2×	1.9k 0.3×	3.4k 1.0×	1.6k 0.5×	424	19.5k
Michael T. Willoughby	3.4k 0.3×	4.7k 0.5×	2.2k 0.4×	1.4k 0.4×	1.2k 0.4×	190	9.4k
Thomas M. Achenbach	9.9k 0.9×	29.2k 3.2×	4.5k 0.7×	4.6k 1.4×	4.3k 1.5×	195	40.2k
Catherine S. Tamis‐LeMonda	6.4k 0.6×	5.9k 0.7×	5.8k 1.0×	724 0.2×	1.5k 0.5×	241	15.1k
Frank Vitaro	5.9k 0.5×	16.1k 1.8×	1.7k 0.3×	2.8k 0.8×	1.0k 0.3×	526	24.2k

Countries citing papers authored by Clancy Blair

Since Specialization

Citations

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

Fields of papers citing papers by Clancy Blair

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Clancy Blair

This figure shows the co-authorship network connecting the top 25 collaborators of Clancy Blair. A scholar is included among the top collaborators of Clancy Blair 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 Clancy Blair. Clancy Blair 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

Ribner, Andrew, et al.. (2022). Mothers’ and fathers’ executive function both predict emergent executive function in toddlerhood. Developmental Science. 25(6). e13263–e13263. 14 indexed citations

Ragin, Ann, Can Wu, Michael Markl, et al.. (2022). Why do humans undergo an adiposity rebound? Exploring links with the energetic costs of brain development in childhood using MRI-based 4D measures of total cerebral blood flow. International Journal of Obesity. 46(5). 1044–1050. 9 indexed citations

DeJoseph, Meriah Lee, et al.. (2021). Capturing Environmental Dimensions of Adversity and Resources in the Context of Poverty Across Infancy Through Early Adolescence: A Moderated Nonlinear Factor Model. Child Development. 92(4). e457–e475. 26 indexed citations

Gatzke‐Kopp, Lisa M., et al.. (2021). Proximity to sources of airborne lead is associated with reductions in Children's executive function in the first four years of life. Health & Place. 68. 102517–102517. 11 indexed citations

Hughes, Claire, Rory T. Devine, Judi Mesman, & Clancy Blair. (2020). Understanding the terrible twos: A longitudinal investigation of the impact of early executive function and parent–child interactions. Developmental Science. 23(6). e12979–e12979. 22 indexed citations

Rollins, Brandi Y., Nathaniel R. Riggs, Lori A. Francis, & Clancy Blair. (2020). Executive Function and BMI Trajectories Among Rural, Poor Youth at High Risk for Obesity. Obesity. 29(2). 379–387. 9 indexed citations

Braren, Stephen H., et al.. (2020). Baseline Hypothalamic–Pituitary–Adrenal Axis and Parasympathetic Nervous System Activity Interact to Predict Executive Functions in Low‐Income Children. Mind Brain and Education. 15(1). 61–66. 3 indexed citations

Kuzawa, Christopher W. & Clancy Blair. (2019). A hypothesis linking the energy demand of the brain to obesity risk. Proceedings of the National Academy of Sciences. 116(27). 13266–13275. 38 indexed citations

Brandes‐Aitken, Annie, Stephen H. Braren, Margaret M. Swingler, Kristin Voegtline, & Clancy Blair. (2019). Sustained attention in infancy: A foundation for the development of multiple aspects of self-regulation for children in poverty. Journal of Experimental Child Psychology. 184. 192–209. 45 indexed citations

10.

Perry, Rosemarie E., Eric D. Finegood, Stephen H. Braren, et al.. (2018). Developing a neurobehavioral animal model of poverty: Drawing cross-species connections between environments of scarcity-adversity, parenting quality, and infant outcome. Development and Psychopathology. 31(2). 399–418. 55 indexed citations

11.

Berry, Daniel, et al.. (2018). Otitis media and respiratory sinus arrhythmia across infancy and early childhood: Polyvagal processes?. Developmental Psychology. 54(9). 1709–1722. 3 indexed citations

12.

Blair, Clancy. (2016). Executive function and early childhood education. Current Opinion in Behavioral Sciences. 10. 102–107. 82 indexed citations

13.

Finegood, Eric D., et al.. (2016). Psychobiological influences on maternal sensitivity in the context of adversity.. Developmental Psychology. 52(7). 1073–1087. 37 indexed citations

14.

Sandilos, Lia E., Lauren M. Cycyk, Carol Scheffner Hammer, et al.. (2015). Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms. Early Education and Development. 26(8). 1111–1127. 79 indexed citations

15.

Nisbett, Richard E., Joshua Aronson, Clancy Blair, et al.. (2012). Intelligence: New findings and theoretical developments.. American Psychologist. 67(2). 130–159. 605 indexed citations breakdown →

16.

Gustafsson, Hanna, et al.. (2011). Maternal parenting as a mediator of the relationship between intimate partner violence and effortful control.. Journal of Family Psychology. 26(1). 115–123. 47 indexed citations

17.

Cole, Pamela M., Patricia Z. Tan, Sarah E. Hall, et al.. (2011). Developmental changes in anger expression and attention focus: Learning to wait.. Developmental Psychology. 47(4). 1078–1089. 84 indexed citations

18.

Hibel, Leah C., et al.. (2009). Intimate partner violence moderates the association between mother–infant adrenocortical activity across an emotional challenge.. Journal of Family Psychology. 23(5). 615–625. 73 indexed citations

19.

Blair, Clancy. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.. American Psychologist. 57(2). 111–127. 1085 indexed citations breakdown →

20.

Susman-Stillman, Amy, Joshua L. Brown, Emma K. Adam, et al.. (1996). Building Research and Policy Connections: Training and Career Options for Developmental Scientists. 10(4). 1–20. 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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