Gary G. Brannigan

800 total citations
57 papers, 519 citations indexed

About

Gary G. Brannigan is a scholar working on Applied Psychology, Clinical Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Gary G. Brannigan has authored 57 papers receiving a total of 519 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Applied Psychology, 16 papers in Clinical Psychology and 14 papers in Developmental and Educational Psychology. Recurrent topics in Gary G. Brannigan's work include Psychological Testing and Assessment (16 papers), Child Therapy and Development (9 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Gary G. Brannigan is often cited by papers focused on Psychological Testing and Assessment (16 papers), Child Therapy and Development (9 papers) and Cognitive and developmental aspects of mathematical skills (8 papers). Gary G. Brannigan collaborates with scholars based in United States, India and Bangladesh. Gary G. Brannigan's co-authors include Naomi B. McCormick, Alexander Tolor, Matthew R. Merrens, Howard Margolis, Scott L. Decker, William Tooke, Steven Schachter, Taher Zandi, Robert G. Young and Jeanne P. Ryan and has published in prestigious journals such as Developmental Psychology, Sex Roles and Journal of Experimental Child Psychology.

In The Last Decade

Gary G. Brannigan

54 papers receiving 477 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Gary G. Brannigan United States 12 198 131 114 89 86 57 519
Joseph S. Thorpe United States 8 169 0.9× 57 0.4× 89 0.8× 92 1.0× 152 1.8× 12 476
Julian Meltzoff United States 13 280 1.4× 68 0.5× 159 1.4× 92 1.0× 144 1.7× 23 590
Judith Becker Bryant United States 12 196 1.0× 117 0.9× 65 0.6× 63 0.7× 105 1.2× 24 537
John M. Reisman United States 11 212 1.1× 97 0.7× 53 0.5× 44 0.5× 200 2.3× 31 477
Stuart Vyse United States 11 159 0.8× 170 1.3× 44 0.4× 41 0.5× 202 2.3× 34 598
Virginia Blankenship United States 11 219 1.1× 46 0.4× 134 1.2× 205 2.3× 205 2.4× 19 612
Nancy Baker United States 4 114 0.6× 112 0.9× 91 0.8× 90 1.0× 129 1.5× 6 417
Michael Merbaum United States 14 286 1.4× 166 1.3× 86 0.8× 101 1.1× 143 1.7× 30 576
Jin‐Pang Leung Hong Kong 11 125 0.6× 125 1.0× 67 0.6× 85 1.0× 206 2.4× 17 463
Ellen Y. Siegelman United States 11 297 1.5× 184 1.4× 37 0.3× 149 1.7× 131 1.5× 25 626

Countries citing papers authored by Gary G. Brannigan

Since Specialization
Citations

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

Fields of papers citing papers by Gary G. Brannigan

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Gary G. Brannigan. 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 Gary G. Brannigan. The network helps show where Gary G. Brannigan may publish in the future.

Co-authorship network of co-authors of Gary G. Brannigan

This figure shows the co-authorship network connecting the top 25 collaborators of Gary G. Brannigan. A scholar is included among the top collaborators of Gary G. Brannigan 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 Gary G. Brannigan. Gary G. Brannigan 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.
Brannigan, Gary G. & Michael F. Shaughnessy. (2013). An Interview with Gary Brannigan: Revising the Bender-Gestalt Test. North American journal of psychology. 15(2). 257. 1 indexed citations
2.
Brannigan, Gary G.. (1998). The Sport Scientists Research Adventures. 2 indexed citations
3.
Ryan, Jeanne P., et al.. (1995). Graphomotor Perseveration and Wandering in Alzheimer's Disease. Journal of Geriatric Psychiatry and Neurology. 8(4). 209–212. 16 indexed citations
4.
Brannigan, Gary G., et al.. (1993). Approval Motivation and Sexual Daydreaming. The Journal of Genetic Psychology. 154(3). 383–387. 1 indexed citations
5.
Brannigan, Gary G., et al.. (1992). Locus of Control and Time Orientation in Daydreaming: Implications for Therapy. The Journal of Genetic Psychology. 153(3). 359–361. 5 indexed citations
6.
Brannigan, Gary G., et al.. (1991). Relationship between Two Scoring Systems for the Modified Version of the Bender-Gestalt Test. Perceptual and Motor Skills. 72(1). 286–286. 7 indexed citations
7.
Brannigan, Gary G., et al.. (1984). Bender-Gestalt Signs as Indicants of Anxiety, Withdrawal, and Acting-Out Behaviors in Adolescents. The Journal of Psychology. 118(1). 71–74. 3 indexed citations
8.
Margolis, Howard, et al.. (1982). Conceptual tempo as a moderator variable in predicting first grade achievement test scores. Journal of School Psychology. 20(4). 313–322. 5 indexed citations
9.
Brannigan, Gary G., et al.. (1981). Family Involvement in Academic Remediation. Academic Therapy. 16(4). 401–408. 1 indexed citations
10.
McCormick, Naomi B., et al.. (1980). Living the sexual script: College students' views of influence in sexual encounters. The Journal of Sex Research. 16(4). 338–355. 99 indexed citations
11.
Brannigan, Gary G., et al.. (1980). Impulsivity-Reflectivity and Children's Intellectual Performance. Journal of Personality Assessment. 44(1). 41–43. 12 indexed citations
12.
Margolis, Howard, et al.. (1977). Modification of Impulsivity: Implications for Teaching. The Elementary School Journal. 77(3). 231–237. 4 indexed citations
13.
Brannigan, Gary G., et al.. (1977). Scoring of WISC-R comprehension, similarities, and vocabulary responses by experienced and inexperienced judges. Psychology in the Schools. 14(4). 430–430. 1 indexed citations
14.
Brannigan, Gary G., et al.. (1977). Cognitive tempo and WISC-R performance. Journal of Clinical Psychology. 33(S1). 212–212. 8 indexed citations
15.
Brannigan, Gary G., et al.. (1976). A comparison of WISC and WISC-R scoring criteria for comprehension, similarities, and vocabulary responses. Journal of Clinical Psychology. 32(1). 94–94. 4 indexed citations
16.
Tolor, Alexander & Gary G. Brannigan. (1976). How different are students of school psychology and clinical psychology?. Psychology in the Schools. 13(3). 279–283. 3 indexed citations
17.
Brannigan, Gary G.. (1975). Scoring difficulties on the Wechsler intelligence scales gary. Psychology in the Schools. 12(3). 313–314. 7 indexed citations
18.
Brannigan, Gary G.. (1975). Wechsler Picture Arrangement Scores and Children's Problem Solving. The Journal of Psychology. 91(2). 197–200. 1 indexed citations
19.
Brannigan, Gary G.. (1975). Wechsler Picture Arrangement and Comprehension Scores as Measures of Social Maturity. The Journal of Psychology. 89(1). 133–135. 2 indexed citations
20.
Tolor, Alexander, et al.. (1970). Psychological Distance, Future Time Perspective, and Internal-External Expectancy. Journal of Projective Techniques and Personality Assessment. 34(4). 283–294. 8 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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