Emily Foster‐Hanson
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- Child and Animal Learning Development 9
- Educational Strategies and Epistemologies 2
- Social Psychology top 10%
- Cultural Differences and Values 6
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- Gender Roles and Identity Studies 2
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- Evolutionary Psychology and Human Behavior 2
- Education top 10%
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- Social and Intergroup Psychology 6
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- Language and cultural evolution 2
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- Innovative Human-Technology Interaction 2
- Co-authors
- Marjorie RhodesRachel LeshinRyan F. LeiJin X. GohMichael T. RizzoTania LombrozoAndrei CimpianSusan A. Gelman
- Journals
- Child Development (1 paper)Cognition (1 paper)Journal of Experimental Psychology General (1 paper)
- Partner nations
- United States
In The Last Decade
Emily Foster‐Hanson
15 papers receiving 237 citations
Peers
Comparison fields: 5 of 43
- Developmental and Educational Psychology 106
- Social Psychology 90
- Gender Studies 37
- Experimental and Cognitive Psychology 35
- Education 67
Countries citing papers authored by Emily Foster‐Hanson
This map shows the geographic impact of Emily Foster‐Hanson'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 Emily Foster‐Hanson with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Emily Foster‐Hanson more than expected).
Fields of papers citing papers by Emily Foster‐Hanson
This network shows the impact of papers produced by Emily Foster‐Hanson. 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 Emily Foster‐Hanson. The network helps show where Emily Foster‐Hanson may publish in the future.
Co-authorship network
The 17 scholars most cited alongside Emily Foster‐Hanson, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.
All Works
| # | Work | ||
|---|---|---|---|
| 1 | 2024 | 3 | |
| 2 | 2024 | 0 | |
| 3 | 2024 | 0 | |
| 4 | 2023 | 1 | |
| 5 | 2023 | 27 | |
| 6 | 2022 | 8 | |
| 7 | 2022 | 8 | |
| 8 | 2022 | 12 | |
| 9 | 2021 | 19 | |
| 10 | 2021 | 14 | |
| 11 | 2020 | 7 | |
| 12 | 2020 | 2 | |
| 13 | 2020 | 64 | |
| 14 | 2019 | 12 | |
| 15 | 2019 | 25 | |
| 16 | 2018 | 17 | |
| 17 | 2016 | 20 |
About Emily Foster‐Hanson
Emily Foster‐Hanson is a scholar working on Developmental and Educational Psychology, Social Psychology and Human-Computer Interaction, having authored 17 papers that have together received 239 indexed citations. Recurring topics across this work include Child and Animal Learning Development (9 papers), Social and Intergroup Psychology (6 papers), Cultural Differences and Values (6 papers), Language and cultural evolution (2 papers), Educational Strategies and Epistemologies (2 papers), Gender Roles and Identity Studies (2 papers), Innovative Human-Technology Interaction (2 papers) and Evolutionary Psychology and Human Behavior (2 papers). The work is most often cited by research in Developmental and Educational Psychology (106 citations), Social Psychology (90 citations) and Gender Studies (37 citations). Emily Foster‐Hanson has collaborated with scholars based in United States. Frequent co-authors include Marjorie Rhodes, Rachel Leshin, Ryan F. Lei, Jin X. Goh, Michael T. Rizzo, Tania Lombrozo, Andrei Cimpian, Susan A. Gelman, Steven O. Roberts and Cheryl Lacadie. Their work appears in journals such as Child Development, Cognition and Journal of Experimental Psychology General.
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.