Elizabeth Wonnacott

1.9k total citations
46 papers, 994 citations indexed

About

Elizabeth Wonnacott is a scholar working on Developmental and Educational Psychology, Artificial Intelligence and Cognitive Neuroscience. According to data from OpenAlex, Elizabeth Wonnacott has authored 46 papers receiving a total of 994 indexed citations (citations by other indexed papers that have themselves been cited), including 24 papers in Developmental and Educational Psychology, 16 papers in Artificial Intelligence and 11 papers in Cognitive Neuroscience. Recurrent topics in Elizabeth Wonnacott's work include Language Development and Disorders (15 papers), Reading and Literacy Development (11 papers) and Neurobiology of Language and Bilingualism (11 papers). Elizabeth Wonnacott is often cited by papers focused on Language Development and Disorders (15 papers), Reading and Literacy Development (11 papers) and Neurobiology of Language and Bilingualism (11 papers). Elizabeth Wonnacott collaborates with scholars based in United Kingdom, United States and Switzerland. Elizabeth Wonnacott's co-authors include Kenny Smith, Elissa L. Newport, Michael K. Tanenhaus, Amy Perfors, Helen Brown, Kate Nation, Joshua B. Tenenbaum, Holly Joseph, Olga Fehér and Meghan Clayards and has published in prestigious journals such as Psychological Review, Child Development and Philosophical Transactions of the Royal Society B Biological Sciences.

In The Last Decade

Elizabeth Wonnacott

43 papers receiving 959 citations

Peers

Elizabeth Wonnacott

DEP

ECP

Alex B. Fine United States

Neal Snider United States

Michael Garman United Kingdom

Itziar Laka Spain

John Archibald Canada

Clara C. Levelt Netherlands

Ho‐min Sohn United States

Moira Yip United Kingdom

Ruth Kempson United Kingdom

José Ignacio Hualde United States

Alex B. Fine United States

Elizabeth Wonnacott

377 ×0.7

DEP

278 ×0.8

467 ×1.4

29 ×0.1

267 ×1.1

ECP

Citations per year, relative to Elizabeth Wonnacott Elizabeth Wonnacott (= 1×) peers Alex B. Fine

Countries citing papers authored by Elizabeth Wonnacott

Since Specialization

Citations

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

Fields of papers citing papers by Elizabeth Wonnacott

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Elizabeth Wonnacott

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

Wonnacott, Elizabeth, et al.. (2024). Training Child Learners on Nonnative Vowel Contrasts With Phonetic Training: The Role of Task and Variability. Language Learning. 75(3). 666–701.

Wonnacott, Elizabeth, et al.. (2024). Pragmatic competence and pragmatic tolerance in foreign language acquisition—revisiting the case of scalar implicatures. Applied Psycholinguistics. 45(4). 717–744.

Ramscar, Michael, et al.. (2024). The Effects of Linear Order in Category Learning: Some Replications of Ramscar et al. (2010) and Their Implications for Replicating Training Studies. Cognitive Science. 48(5). e13445–e13445.

Wonnacott, Elizabeth, et al.. (2024). Learners restrict their linguistic generalizations using preemption but not entrenchment: Evidence from artificial-language-learning studies with adults and children.. Psychological Review. 132(1). 1–17. 1 indexed citations

Vigliocco, Gabriella, et al.. (2019). Onomatopoeia, gestures, actions and words: How do caregivers use multimodal cues to communicate with their children. UCL Discovery (University College London). 1 indexed citations

Vigliocco, Gabriella, et al.. (2019). Onomatopoeias, gestures, actions and words: How do caregivers use multimodal cues in their communication to children?. Cognitive Science. 1171–1177. 2 indexed citations

Brown, Helen, et al.. (2017). High or low? Comparing high and low-variability phonetic training in adult and child second language learners. PeerJ. 5. e3209–e3209. 35 indexed citations

Küntay, Ayli̇n C., et al.. (2015). JCL volume 42 issue 6 Cover and Front matter. Journal of Child Language. 42(6). f1–f2. 1 indexed citations

Küntay, Ayli̇n C., et al.. (2015). JCL volume 42 issue 2 Cover and Front matter. Journal of Child Language. 42(2). f1–f2. 1 indexed citations

10.

Küntay, Ayli̇n C., et al.. (2015). JCL volume 42 issue 4 Cover and Front matter. Journal of Child Language. 42(4). f1–f2. 1 indexed citations

11.

Küntay, Ayli̇n C., et al.. (2015). JCL volume 42 issue 3 Cover and Front matter. Journal of Child Language. 42(3). f1–f2. 1 indexed citations

12.

Küntay, Ayli̇n C., et al.. (2015). JCL volume 42 issue 5 Cover and Front matter. Journal of Child Language. 42(5). f1–f2. 1 indexed citations

13.

Küntay, Ayli̇n C., et al.. (2014). JCL volume 41 issue 6 Cover and Front matter. Journal of Child Language. 41(6). f1–f2. 1 indexed citations

14.

Küntay, Ayli̇n C., et al.. (2014). JCL volume 42 issue 1 Cover and Front matter. Journal of Child Language. 42(1). f1–f2. 1 indexed citations

15.

Smith, Kenny & Elizabeth Wonnacott. (2010). Eliminating unpredictable variation through iterated learning. Cognition. 116(3). 444–449. 135 indexed citations

16.

Perfors, Amy, Joshua B. Tenenbaum, & Elizabeth Wonnacott. (2010). Variability, negative evidence, and the acquisition of verb argument constructions. Journal of Child Language. 37(3). 607–642. 92 indexed citations

17.

Perfors, Amy, Charles Kemp, Josh Tenenbaum, & Elizabeth Wonnacott. (2007). Learning Inductive Constraints: The Acquisition of Verb Argument Constructions. eScholarship (California Digital Library). 29(29). 3 indexed citations

18.

Wonnacott, Elizabeth & Duáne G. Watson. (2007). Acoustic emphasis in four year olds. Cognition. 107(3). 1093–1101. 23 indexed citations

19.

Wonnacott, Elizabeth, Elissa L. Newport, & Michael K. Tanenhaus. (2007). Acquiring and processing verb argument structure: Distributional learning in a miniature language. Cognitive Psychology. 56(3). 165–209. 165 indexed citations

20.

Rideout, Elizabeth, et al.. (1993). Misuse of the emergency department by the elderly population: myth or reality?. PubMed. 19(3). 212–8. 46 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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