Gerardo Herrera

769 total citations
31 papers, 443 citations indexed

About

Gerardo Herrera is a scholar working on Cognitive Neuroscience, Education and Neuropsychology and Physiological Psychology. According to data from OpenAlex, Gerardo Herrera has authored 31 papers receiving a total of 443 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Cognitive Neuroscience, 13 papers in Education and 6 papers in Neuropsychology and Physiological Psychology. Recurrent topics in Gerardo Herrera's work include Autism Spectrum Disorder Research (16 papers), Literacy and Educational Practices (7 papers) and Spanish Linguistics and Language Studies (6 papers). Gerardo Herrera is often cited by papers focused on Autism Spectrum Disorder Research (16 papers), Literacy and Educational Practices (7 papers) and Spanish Linguistics and Language Studies (6 papers). Gerardo Herrera collaborates with scholars based in Spain, United Kingdom and United States. Gerardo Herrera's co-authors include Rita Jordan, Patricia Pérez-Fuster, Francisco Alcantud Marín, Marcos Fernández, Inmaculada Coma, Sue Fletcher‐Watson, Mark Brosnan, Ouriel Grynszpan, Matthew S. Goodwin and Lila Kossyvaki and has published in prestigious journals such as Autism, Educational Technology Research and Development and ACM Transactions on Computer-Human Interaction.

In The Last Decade

Gerardo Herrera

26 papers receiving 407 citations

Peers

Gerardo Herrera

EDUCA

DEP

Lizbeth Escobedo Mexico

Rachel Wright United States

Alyssa M. Alcorn United Kingdom

LouAnne Boyd United States

Mirko Gelsomini Italy

Don D. McMahon United States

Asunción Lledó Carreres Spain

Joan Mora-Guiard Spain

Wendy Keay‐Bright United Kingdom

Rachel Menzies United Kingdom

Lizbeth Escobedo Mexico

Gerardo Herrera

377 ×1.5

188 ×1.4

EDUCA

165 ×1.3

105 ×1.2

73 ×0.9

DEP

Citations per year, relative to Gerardo Herrera Gerardo Herrera (= 1×) peers Lizbeth Escobedo

Countries citing papers authored by Gerardo Herrera

Since Specialization

Citations

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

Fields of papers citing papers by Gerardo Herrera

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Gerardo Herrera

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

Costescu, Cristina, et al.. (2025). Digitally mediated social stories perform on par with traditional means of delivery in teaching social norms to adolescents with ASD. Advances in Autism. 11(3). 189–207.

Herrera, Gerardo, et al.. (2024). Multisite usability and safety trial of an immersive virtual reality implementation of a work organization system for autistic learners: implications for technology design. Educational Technology Research and Development. 73(1). 541–565. 2 indexed citations

Fletcher‐Watson, Sue, Gerardo Herrera, Matthew S. Goodwin, et al.. (2023). A user-based information rating scale to evaluate the design of technology-based supports for autism. Universal Access in the Information Society. 23(4). 1739–1749. 1 indexed citations

Pérez-Fuster, Patricia, Gerardo Herrera, Lila Kossyvaki, & Antonio Ferrer. (2022). Enhancing Joint Attention Skills in Children on the Autism Spectrum through an Augmented Reality Technology-Mediated Intervention. Children. 9(2). 258–258. 17 indexed citations

Pérez-Fuster, Patricia, et al.. (2019). Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in autism spectrum disorders. 58. 54–67. 35 indexed citations

Herrera, Gerardo, et al.. (2018). A KINECT-BASED AUGMENTED REALITY SYSTEM FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS. 440–446. 10 indexed citations

Samper, J. Javier, et al.. (2018). SMART-ASD, model and ontology definition: a technology recommendation system for people with autism and/or intellectual disabilities. International Journal of Metadata Semantics and Ontologies. 13(2). 166–166. 3 indexed citations

Monserrat, Oriol, et al.. (2017). El Proyecto Safety: Uso De Datos Sentinel-1 Para La Monitorización A Escala Regional De Riesgos Geológicos. Zenodo (CERN European Organization for Nuclear Research). 1 indexed citations

Herrera, Gerardo, et al.. (2012). Pictogram Room: Aplicación de tecnologías de interacción natural para el desarrollo del niño con autismo. 41–46. 3 indexed citations

10.

Herrera, Gerardo, et al.. (2008). Development of symbolic play through the use of virtual reality tools in children with autistic spectrum disorders. Autism. 12(2). 143–157. 94 indexed citations

11.

Herrera, Gerardo, et al.. (2007). Computer graphics applications in the education process of people with learning difficulties. Computers & Graphics. 31(4). 649–658. 26 indexed citations

12.

Herrera, Gerardo, et al.. (2006). Agency and Presence: A Common Dependence on Subjectivity?. PRESENCE Virtual and Augmented Reality. 15(5). 539–552. 39 indexed citations

13.

Herrera, Gerardo, et al.. (1998). Avance lingüistico en el preescolar pobre de la provincia de Concepción. RLA. Revista de lingüística teórica y aplicada. 36(36). 105–112. 1 indexed citations

14.

Fragachán, Francisco E., et al.. (1996). Controlling Water Production In Naturally Fractured Reservoirs With Inorganic Gel. 10 indexed citations

15.

Herrera, Gerardo, et al.. (1994). Hacia un perfil sociocultural de la madre pobre: su rol como agente estimulador del lenguaje. RLA. Revista de lingüística teórica y aplicada. 32(32). 155–180.

16.

Herrera, Gerardo, et al.. (1992). Bases analíticas para la elaboración de un macroperfil de la producción lingüística infantil. RLA. Revista de lingüística teórica y aplicada. 231–248. 3 indexed citations

17.

Herrera, Gerardo, et al.. (1991). La onomatopeya como recurso léxico infantil. RLA. Revista de lingüística teórica y aplicada. 63–76. 2 indexed citations

18.

Herrera, Gerardo, et al.. (1987). Disponibilidad léxica en Educación Media. RLA. Revista de lingüística teórica y aplicada. 55–116. 7 indexed citations

19.

Herrera, Gerardo, et al.. (1985). Análisis léxico semántico en el niño menor de tres años. RLA. Revista de lingüística teórica y aplicada. 95(23). 121–132. 1 indexed citations

20.

Herrera, Gerardo, et al.. (1984). El índice PLE como criterio para analizar el lenguage infantil. RLA. Revista de lingüística teórica y aplicada. 65–76. 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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