Constance R. Schmidt

471 total citations
23 papers, 359 citations indexed

About

Constance R. Schmidt is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Cognitive Neuroscience. According to data from OpenAlex, Constance R. Schmidt has authored 23 papers receiving a total of 359 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Developmental and Educational Psychology, 7 papers in Experimental and Cognitive Psychology and 6 papers in Cognitive Neuroscience. Recurrent topics in Constance R. Schmidt's work include Child and Animal Learning Development (9 papers), Visual and Cognitive Learning Processes (5 papers) and Memory Processes and Influences (5 papers). Constance R. Schmidt is often cited by papers focused on Child and Animal Learning Development (9 papers), Visual and Cognitive Learning Processes (5 papers) and Memory Processes and Influences (5 papers). Constance R. Schmidt collaborates with scholars based in United States. Constance R. Schmidt's co-authors include Scott G. Paris, Stephen R. Schmidt, Melissa K. Welch-Ross, Thomas H. Ollendick and Marilyn Shatz and has published in prestigious journals such as Child Development, Developmental Psychology and Memory & Cognition.

In The Last Decade

Constance R. Schmidt

21 papers receiving 322 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Constance R. Schmidt United States	12	214	104	90	59	59	23	359
Rosa Ana Clemente Spain	5	315 1.5×	79 0.8×	166 1.8×	93 1.6×	32 0.5×	9	412
Josephine Roß United Kingdom	9	179 0.8×	136 1.3×	36 0.4×	91 1.5×	51 0.9×	41	315
Jill K. Duthie United States	6	307 1.4×	95 0.9×	132 1.5×	17 0.3×	65 1.1×	9	420
Ljubica Marjanovič‐Umek Slovenia	10	299 1.4×	69 0.7×	202 2.2×	20 0.3×	28 0.5×	19	470
Lorna Bourke United Kingdom	9	174 0.8×	63 0.6×	153 1.7×	25 0.4×	25 0.4×	14	304
Larry J. Varner United States	7	90 0.4×	80 0.8×	47 0.5×	84 1.4×	123 2.1×	7	317
Angela Nyhout Canada	8	192 0.9×	56 0.5×	137 1.5×	37 0.6×	31 0.5×	14	294
Akira Kobasigawa Canada	12	345 1.6×	216 2.1×	99 1.1×	45 0.8×	159 2.7×	28	504
David B. Ryckman United States	10	135 0.6×	30 0.3×	141 1.6×	83 1.4×	102 1.7×	31	351
Brenda H. Manning United States	12	206 1.0×	22 0.2×	268 3.0×	44 0.7×	43 0.7×	34	418

Countries citing papers authored by Constance R. Schmidt

Since Specialization

Citations

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

Fields of papers citing papers by Constance R. Schmidt

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Constance R. Schmidt. 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 Constance R. Schmidt. The network helps show where Constance R. Schmidt may publish in the future.

Co-authorship network of co-authors of Constance R. Schmidt

This figure shows the co-authorship network connecting the top 25 collaborators of Constance R. Schmidt. A scholar is included among the top collaborators of Constance R. Schmidt 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 Constance R. Schmidt. Constance R. Schmidt 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

Schmidt, Constance R., et al.. (2022). Individual differences in memory disruption caused by simulated cellphone notifications. Memory. 30(10). 1349–1386.

Schmidt, Stephen R. & Constance R. Schmidt. (2016). Revisiting von Restorff’s early isolation effect. Memory & Cognition. 45(2). 194–207. 15 indexed citations

Schmidt, Stephen R. & Constance R. Schmidt. (2015). The emotional carryover effect in memory for words. Memory. 24(7). 916–938. 20 indexed citations

Schmidt, Stephen R. & Constance R. Schmidt. (2014). Inattentional blindness and the von Restorff effect. Memory & Cognition. 43(2). 151–163. 8 indexed citations

Welch-Ross, Melissa K. & Constance R. Schmidt. (1996). Gender-Schema Development and Children's Constructive Story Memory: Evidence for a Developmental Model. Child Development. 67(3). 820–820. 24 indexed citations

Schmidt, Constance R.. (1996). The Instructional Technology Support Center at MTSU: Integrating Technology into K-12 and University Classrooms. 1996(1). 1 indexed citations

Schmidt, Constance R., et al.. (1988). Developmental changes in the influence of assigned goals on cooperation and competition.. Developmental Psychology. 24(4). 574–579. 7 indexed citations

Ollendick, Thomas H. & Constance R. Schmidt. (1987). Social Learning Constructs in the Prediction of Peer Interaction. Journal of Clinical Child Psychology. 16(1). 80–87. 33 indexed citations

Schmidt, Constance R. & Marilyn Shatz. (1986). Development of conventional object term descriptions.. Developmental Psychology. 22(4). 557–561. 1 indexed citations

10.

Schmidt, Constance R. & Stephen R. Schmidt. (1986). The use of themes as retrieval cues in children's memory for stories. Journal of Experimental Child Psychology. 42(2). 237–255. 5 indexed citations

11.

Schmidt, Constance R., et al.. (1984). Children's Constructive Processing and Monitoring of Stories Containing Anomalous Information. Child Development. 55(6). 2056–2056. 30 indexed citations

12.

Schmidt, Constance R. & Scott G. Paris. (1984). The Development of Verbal Communicative Skills in Children. Advances in child development and behavior. 18. 1–47. 5 indexed citations

13.

Schmidt, Constance R., et al.. (1984). Children's Constructive Processing and Monitoring of Stories Containing Anomalous Information. Child Development. 55(6). 2056–2071. 32 indexed citations

14.

Schmidt, Constance R. & Scott G. Paris. (1983). Children's Use of Successive dues to Generate and Monitor Inferences. Child Development. 54(3). 742–759. 49 indexed citations

15.

Schmidt, Constance R. & Scott G. Paris. (1983). Children's Use of Successive Clues to Generate and Monitor Inferences. Child Development. 54(3). 742–742. 17 indexed citations

16.

Schmidt, Constance R.. (1980). GOALS, PLANS, MEANS AND THE DEVELOPMENT OF COMMUNICATIVE SKILLS. Purdue e-Pubs (Purdue University System). 1 indexed citations

17.

Schmidt, Constance R., et al.. (1979). Inferential distance and children's memory for pictorial sequences.. Developmental Psychology. 15(4). 395–405. 18 indexed citations

18.

Schmidt, Constance R., et al.. (1979). Inferential distance and children's memory for pictorial sequences.. Developmental Psychology. 15(4). 395–405. 11 indexed citations

19.

Schmidt, Constance R. & Scott G. Paris. (1978). Operativity and Reversibility in Children's Understanding of Pictorial Sequences. Child Development. 49(4). 1219–1219. 19 indexed citations

20.

Schmidt, Constance R. & Scott G. Paris. (1978). Operativity and Reversibility in Children's Understanding of Pictorial Sequences. Child Development. 49(4). 1219–1222. 22 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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