Felicia W. Chu

852 total citations
11 papers, 588 citations indexed

About

Felicia W. Chu is a scholar working on Education, Statistics and Probability and Developmental and Educational Psychology. According to data from OpenAlex, Felicia W. Chu has authored 11 papers receiving a total of 588 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 10 papers in Statistics and Probability and 6 papers in Developmental and Educational Psychology. Recurrent topics in Felicia W. Chu's work include Cognitive and developmental aspects of mathematical skills (10 papers), Mathematics Education and Teaching Techniques (9 papers) and Reading and Literacy Development (6 papers). Felicia W. Chu is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (10 papers), Mathematics Education and Teaching Techniques (9 papers) and Reading and Literacy Development (6 papers). Felicia W. Chu collaborates with scholars based in United States. Felicia W. Chu's co-authors include David C. Geary, Kristy vanMarle, Jeffrey N. Rouder, Yaoran Li, Mary K. Hoard, Lara Nugent, Yi Mou and John E. Scofield and has published in prestigious journals such as Psychological Science, Journal of Educational Psychology and Frontiers in Psychology.

In The Last Decade

Felicia W. Chu

11 papers receiving 580 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Felicia W. Chu United States	10	536	463	343	53	35	11	588
Stephanie Bugden Canada	11	549 1.0×	439 0.9×	325 0.9×	171 3.2×	37 1.1×	19	634
Iro Xenidou‐Dervou United Kingdom	12	355 0.7×	297 0.6×	256 0.7×	50 0.9×	77 2.2×	27	437
Katherine H. Canobi Australia	10	468 0.9×	431 0.9×	289 0.8×	32 0.6×	75 2.1×	13	560
Meijke E. Kolkman Netherlands	6	414 0.8×	320 0.7×	287 0.8×	51 1.0×	58 1.7×	6	473
Frauke De Weerdt Belgium	4	223 0.4×	179 0.4×	186 0.5×	38 0.7×	30 0.9×	4	283
Annelies Ceulemans Belgium	8	310 0.6×	251 0.5×	222 0.6×	70 1.3×	7 0.2×	13	351
Karolien Smets Belgium	7	340 0.6×	289 0.6×	184 0.5×	93 1.8×	20 0.6×	8	405
Emily Slusser United States	11	474 0.9×	379 0.8×	316 0.9×	38 0.7×	26 0.7×	16	497
Christophe Mussolin Belgium	13	795 1.5×	623 1.3×	485 1.4×	157 3.0×	35 1.0×	17	838
Emmy Defever Belgium	9	498 0.9×	429 0.9×	251 0.7×	92 1.7×	15 0.4×	10	514

Countries citing papers authored by Felicia W. Chu

Since Specialization

Citations

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

Fields of papers citing papers by Felicia W. Chu

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Felicia W. Chu. 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 Felicia W. Chu. The network helps show where Felicia W. Chu may publish in the future.

Co-authorship network of co-authors of Felicia W. Chu

This figure shows the co-authorship network connecting the top 25 collaborators of Felicia W. Chu. A scholar is included among the top collaborators of Felicia W. Chu 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 Felicia W. Chu. Felicia W. Chu is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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11 of 11 papers shown

Chu, Felicia W., Kristy vanMarle, Mary K. Hoard, et al.. (2019). Preschool deficits in cardinal knowledge and executive function contribute to longer-term mathematical learning disability. Journal of Experimental Child Psychology. 188. 104668–104668. 15 indexed citations

Chu, Felicia W., Kristy vanMarle, Jeffrey N. Rouder, & David C. Geary. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology. 169. 73–92. 31 indexed citations

Geary, David C., Kristy vanMarle, Felicia W. Chu, Mary K. Hoard, & Lara Nugent. (2018). Predicting age of becoming a cardinal principle knower.. Journal of Educational Psychology. 111(2). 256–267. 19 indexed citations

Geary, David C., Kristy vanMarle, Felicia W. Chu, et al.. (2017). Early Conceptual Understanding of Cardinality Predicts Superior School-Entry Number-System Knowledge. Psychological Science. 29(2). 191–205. 112 indexed citations

Mou, Yi, Yaoran Li, Mary K. Hoard, et al.. (2016). Developmental foundations of children’s fraction magnitude knowledge. Cognitive Development. 39. 141–153. 15 indexed citations

Chu, Felicia W., Kristy vanMarle, & David C. Geary. (2016). Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities. Frontiers in Psychology. 7. 775–775. 85 indexed citations

vanMarle, Kristy, et al.. (2016). Attaching meaning to the number words: contributions of the object tracking and approximate number systems. Developmental Science. 21(1). 55 indexed citations

Chu, Felicia W., Kristy vanMarle, & David C. Geary. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology. 132. 205–212. 91 indexed citations

Chu, Felicia W., et al.. (2014). Acuity of the approximate number system and preschoolers’ quantitative development. Developmental Science. 17(4). 492–505. 127 indexed citations

10.

Chu, Felicia W., Kristy vanMarle, & David C. Geary. (2013). Quantitative Deficits of Preschool Children at Risk for Mathematical Learning Disability. Frontiers in Psychology. 4. 195–195. 37 indexed citations

11.

Chu, Felicia W.. (2010). Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity. Seton Hall University eRepository (Seton Hall University). 1 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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