Gary L. Cates

884 total citations
23 papers, 527 citations indexed

About

Gary L. Cates is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, Gary L. Cates has authored 23 papers receiving a total of 527 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Developmental and Educational Psychology, 11 papers in Statistics and Probability and 8 papers in Education. Recurrent topics in Gary L. Cates's work include Behavioral and Psychological Studies (19 papers), Cognitive and developmental aspects of mathematical skills (11 papers) and Reading and Literacy Development (6 papers). Gary L. Cates is often cited by papers focused on Behavioral and Psychological Studies (19 papers), Cognitive and developmental aspects of mathematical skills (11 papers) and Reading and Literacy Development (6 papers). Gary L. Cates collaborates with scholars based in United States and Ghana. Gary L. Cates's co-authors include Katrina N Rhymer, Christopher H. Skinner, T. Steuart Watson, Elena Savina, J. Michael Havey, Laurice M. Joseph, Moira Konrad, Brian C. Poncy, Gregg A. Johns and Merilee McCurdy and has published in prestigious journals such as School Psychology Review, Psychology in the Schools and School Psychology Quarterly.

In The Last Decade

Gary L. Cates

23 papers receiving 454 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 L. Cates United States 13 399 244 175 111 69 23 527
Kathryn E. Hoff United States 9 321 0.8× 177 0.7× 189 1.1× 139 1.3× 105 1.5× 10 513
Katrina N Rhymer United States 11 207 0.5× 181 0.7× 154 0.9× 58 0.5× 31 0.4× 17 359
Sietske van Viersen Netherlands 11 343 0.9× 245 1.0× 198 1.1× 102 0.9× 48 0.7× 22 498
Laura E. Hume United States 7 430 1.1× 269 1.1× 493 2.8× 91 0.8× 48 0.7× 7 752
Philip Capin United States 15 398 1.0× 161 0.7× 250 1.4× 56 0.5× 33 0.5× 42 557
Jody Sherman Canada 9 195 0.5× 176 0.7× 190 1.1× 57 0.5× 92 1.3× 9 396
Corey Peltier United States 13 388 1.0× 196 0.8× 164 0.9× 191 1.7× 43 0.6× 63 532
Vicki E. Snider United States 13 258 0.6× 83 0.3× 195 1.1× 75 0.7× 53 0.8× 20 413
Robin L. Hojnoski United States 15 289 0.7× 315 1.3× 425 2.4× 54 0.5× 27 0.4× 36 627
Janne Lepola Finland 14 627 1.6× 318 1.3× 613 3.5× 85 0.8× 20 0.3× 32 901

Countries citing papers authored by Gary L. Cates

Since Specialization
Citations

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

Fields of papers citing papers by Gary L. Cates

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gary L. Cates

This figure shows the co-authorship network connecting the top 25 collaborators of Gary L. Cates. A scholar is included among the top collaborators of Gary L. Cates 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 L. Cates. Gary L. Cates 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.
Skinner, Christopher H., et al.. (2023). Improving learning science: Evaluating and comparing academic interventions using measures of learning speed. Psychology in the Schools. 60(9). 3329–3350. 3 indexed citations
2.
Skinner, Christopher H., et al.. (2021). Why and how teachers should prevent and remedy academic deficits by enhancing learning speed. Preventing School Failure Alternative Education for Children and Youth. 66(1). 22–32. 2 indexed citations
3.
Skinner, Christopher H., et al.. (2013). EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION. Psychology in the Schools. 50(3). 272–289. 23 indexed citations
4.
Joseph, Laurice M., et al.. (2012). A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure. Psychology in the Schools. 49(2). 122–136. 29 indexed citations
5.
Cates, Gary L., et al.. (2009). Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005. Psychology in the Schools. 47(2). 114–125. 45 indexed citations
6.
Cates, Gary L., Matthew K. Burns, & Laurice M. Joseph. (2009). Introduction to the special issue: Instructional efficiency and the impact on learning and data‐based decision making. Psychology in the Schools. 47(2). 111–113. 6 indexed citations
7.
Cates, Gary L., et al.. (2009). The differential effects of two self‐managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare. Psychology in the Schools. 47(2). 153–165. 20 indexed citations
8.
9.
Cates, Gary L., et al.. (2006). Differential Effects of Two Spelling Procedures on Acquisition, Maintenance and Adaption to Reading. Journal of Behavioral Education. 16(1). 70–81. 16 indexed citations
10.
Rhymer, Katrina N & Gary L. Cates. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.. School Psychology Quarterly. 21(1). 34–45. 5 indexed citations
11.
Havey, J. Michael, et al.. (2005). Teachers' Perceptions of the Incidence and Management of Attention-Deficit Hyperactivity Disorder. Applied Neuropsychology. 12(2). 120–127. 38 indexed citations
12.
Cates, Gary L., et al.. (2005). Effects of Interspersing Rate on Student Preferences for Mathematics Assignments. Journal of Behavioral Education. 14(2). 89–103. 5 indexed citations
13.
Cates, Gary L.. (2005). Effects of peer versus computer-assisted drill on mathematics response rates. Psychology in the Schools. 42(6). 637–646. 9 indexed citations
14.
Cates, Gary L.. (2005). A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development. Journal of Behavioral Education. 14(4). 305–325. 4 indexed citations
15.
Cates, Gary L. & David L. Lee. (2005). Increasing Learning by Getting Students to Choose to Complete More Work Introduction to a Special Issue on Interspersing Procedures. Journal of Behavioral Education. 14(4). 223–225. 1 indexed citations
16.
Cates, Gary L., et al.. (2003). Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures. School Psychology Review. 32(4). 601–616. 77 indexed citations
17.
Cates, Gary L. & Christopher H. Skinner. (2000). Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure. Psychology in the Schools. 37(4). 339–347. 50 indexed citations
18.
Skinner, Christopher H., et al.. (1999). Female Publication Patterns in School Psychology Review, Journal of School Psychology, and School Psychology Quarterly from 1985–1994. School Psychology Review. 28(1). 76–83. 12 indexed citations
19.
Cates, Gary L., et al.. (1999). Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work. Journal of Behavioral Education. 9(3-4). 177–192. 27 indexed citations
20.
Skinner, Christopher H., et al.. (1999). Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates Through the Interspersal Technique. The Journal of Experimental Education. 68(1). 43–59. 28 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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