Élisabeth Demont

658 total citations
28 papers, 418 citations indexed

About

Élisabeth Demont is a scholar working on Developmental and Educational Psychology, Education and Cognitive Neuroscience. According to data from OpenAlex, Élisabeth Demont has authored 28 papers receiving a total of 418 indexed citations (citations by other indexed papers that have themselves been cited), including 22 papers in Developmental and Educational Psychology, 14 papers in Education and 8 papers in Cognitive Neuroscience. Recurrent topics in Élisabeth Demont's work include Reading and Literacy Development (22 papers), Writing and Handwriting Education (14 papers) and Language Development and Disorders (9 papers). Élisabeth Demont is often cited by papers focused on Reading and Literacy Development (22 papers), Writing and Handwriting Education (14 papers) and Language Development and Disorders (9 papers). Élisabeth Demont collaborates with scholars based in France, Canada and Belgium. Élisabeth Demont's co-authors include Jean-Émile Gombert, Marie‐Noëlle Metz‐Lutz, Daniel Gounot, M. Aparicio, Steve Majerus, Martine Poncelet, Jacqueline Leybaert, Olivier Pascalis, Michelle de Haan and Ruth Campbell and has published in prestigious journals such as SHILAP Revista de lepidopterología, NeuroImage and Journal of Experimental Child Psychology.

In The Last Decade

Élisabeth Demont

25 papers receiving 391 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Élisabeth Demont France 9 337 189 108 91 49 28 418
Pui‐sze Yeung Hong Kong 12 407 1.2× 116 0.6× 255 2.4× 145 1.6× 34 0.7× 24 475
Alena G. Esposito United States 14 286 0.8× 161 0.9× 92 0.9× 66 0.7× 120 2.4× 28 436
Theresa A. Roberts United States 11 431 1.3× 48 0.3× 294 2.7× 67 0.7× 41 0.8× 21 522
Maureen Dixon United Kingdom 11 346 1.0× 142 0.8× 177 1.6× 66 0.7× 31 0.6× 14 425
Rihana S. Williams United States 8 393 1.2× 292 1.5× 61 0.6× 43 0.5× 97 2.0× 10 540
Yanling Zhou Hong Kong 9 249 0.7× 93 0.5× 121 1.1× 122 1.3× 28 0.6× 26 315
David Chesnet France 9 260 0.8× 119 0.6× 237 2.2× 32 0.4× 27 0.6× 15 383
Veronica Laxon United Kingdom 14 535 1.6× 330 1.7× 125 1.2× 133 1.5× 91 1.9× 20 618
Sid Kouider France 7 266 0.8× 259 1.4× 39 0.4× 77 0.8× 112 2.3× 10 405
Haitham Taha Israel 16 648 1.9× 220 1.2× 212 2.0× 283 3.1× 29 0.6× 35 713

Countries citing papers authored by Élisabeth Demont

Since Specialization
Citations

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

Fields of papers citing papers by Élisabeth Demont

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Élisabeth Demont

This figure shows the co-authorship network connecting the top 25 collaborators of Élisabeth Demont. A scholar is included among the top collaborators of Élisabeth Demont 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 Élisabeth Demont. Élisabeth Demont 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.
Demont, Élisabeth, et al.. (2018). Grapheme coding during sublexical processing in French third and fifth graders. Journal of Experimental Child Psychology. 173. 78–84. 2 indexed citations
2.
Chauvin, Bruno, Élisabeth Demont, & Odile Rohmer. (2018). Development and validation of the School Social Judgment Scale for children: Their judgment of the self to foster achievement at school. Social Psychology of Education. 21(3). 585–602. 2 indexed citations
3.
Gombert, Jean-Émile, et al.. (2013). Second‐language learners’ advantage in metalinguistic awareness: A question of languages’ characteristics. British Journal of Educational Psychology. 83(4). 686–702. 28 indexed citations
4.
Aparicio, M., Élisabeth Demont, Marie‐Noëlle Metz‐Lutz, Jacqueline Leybaert, & Jesüs Alegría. (2013). Why do deaf participants have a lower performance than hearing participants in a visual rhyming task: a phonological hypothesis. Reading and Writing. 27(1). 31–54. 4 indexed citations
5.
Daigle, Daniel, et al.. (2012). The Effect of Task in Deaf Readers' Graphophonological Processes: A Longitudinal Study. The Journal of Deaf Studies and Deaf Education. 17(3). 352–366. 7 indexed citations
6.
Demont, Élisabeth, et al.. (2012). Metalinguistic development in French learners enrolled in an immersion programme: A longitudinal study. European Journal of Developmental Psychology. 10(4). 476–494. 1 indexed citations
7.
Demont, Élisabeth, et al.. (2012). Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks. Annals of Dyslexia. 62(2). 82–99. 1 indexed citations
8.
Demont, Élisabeth, et al.. (2010). Metalinguistic developpement and reading acquisition in bilingual children. Enfance. 2(2). 167–199. 2 indexed citations
9.
Demont, Élisabeth, et al.. (2010). Développement métalinguistique et apprentissage de la lecture chez les enfants bilingues. Enfance. 2010(2). 167–167. 8 indexed citations
10.
Demont, Élisabeth, et al.. (2010). Early contribution of phonological awareness and later influence of phonological memory throughout reading acquisition. Journal of Research in Reading. 34(3). 346–363. 34 indexed citations
11.
Demont, Élisabeth, et al.. (2010). Développement métalinguistique et apprentissage de la lecture chez les enfants bilingues. Enfance. N° 2(2). 167–199. 3 indexed citations
12.
Armand, Françoise, et al.. (2009). Visuo orthographic knowledge in deaf readers of French. SHILAP Revista de lepidopterología. 12(1). 105–128. 3 indexed citations
13.
Demont, Élisabeth, et al.. (2009). Reading Disabilities in SLI and Dyslexia Result From Distinct Phonological Impairments. Developmental Neuropsychology. 34(3). 296–311. 36 indexed citations
14.
Aparicio, M., Élisabeth Demont, Daniel Gounot, & Marie‐Noëlle Metz‐Lutz. (2009). Is there an alternative cerebral network associated with enhanced phonological processing in deaf speech‐users? An exceptional case. Scandinavian Journal of Psychology. 50(5). 445–455.
15.
Aparicio, M., Daniel Gounot, Élisabeth Demont, & Marie‐Noëlle Metz‐Lutz. (2007). Phonological processing in relation to reading: An fMRI study in deaf readers. NeuroImage. 35(3). 1303–1316. 50 indexed citations
16.
Demont, Élisabeth, et al.. (2006). L'influence du genre sur le jugement social et le choix stratégique de partenaires chez les enfants. Cairn.info. 19(3). 5–34. 1 indexed citations
17.
Demont, Élisabeth & Jean-Émile Gombert. (2004). L'apprentissage de la lecture : évolution des procédures et apprentissage implicite. Enfance. 56(3). 245–245. 13 indexed citations
18.
Demont, Élisabeth, et al.. (2001). L'enseignement bilingue en Alsace: quelles influences sur l'apprentissage de la lecture et la conscience linguistique?. 145–154. 1 indexed citations
19.
Pascalis, Olivier, Élisabeth Demont, Michelle de Haan, & Ruth Campbell. (2001). Recognition of faces of different species: a developmental study between 5 and 8 years of age. Infant and Child Development. 10(1-2). 39–45. 43 indexed citations
20.
Gombert, Jean-Émile, et al.. (1994). Capacités métalinguistiques et lecture, quels liens ?. Repères. 9(1). 61–73. 9 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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