Harvey N. Switzky

1.0k total citations
48 papers, 583 citations indexed

About

Harvey N. Switzky is a scholar working on Developmental and Educational Psychology, Social Psychology and Cognitive Neuroscience. According to data from OpenAlex, Harvey N. Switzky has authored 48 papers receiving a total of 583 indexed citations (citations by other indexed papers that have themselves been cited), including 19 papers in Developmental and Educational Psychology, 9 papers in Social Psychology and 8 papers in Cognitive Neuroscience. Recurrent topics in Harvey N. Switzky's work include Behavioral and Psychological Studies (12 papers), Motivation and Self-Concept in Sports (5 papers) and Autism Spectrum Disorder Research (5 papers). Harvey N. Switzky is often cited by papers focused on Behavioral and Psychological Studies (12 papers), Motivation and Self-Concept in Sports (5 papers) and Autism Spectrum Disorder Research (5 papers). Harvey N. Switzky collaborates with scholars based in United States and United Kingdom. Harvey N. Switzky's co-authors include H. Carl Haywood, Anthony F. Rotatori, Robert A. Fox, Stephen Greenspan, Peter M. Vietze, Jay Gottlieb, Michael H. Epstein, Bob Fox, Douglas Cullinan and Diana B. Petitti and has published in prestigious journals such as Journal of Personality and Social Psychology, Annual Review of Psychology and Developmental Psychology.

In The Last Decade

Harvey N. Switzky

43 papers receiving 476 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Harvey N. Switzky United States 13 154 152 135 126 91 48 583
Rhonda Clements United States 5 158 1.0× 74 0.5× 194 1.4× 145 1.2× 58 0.6× 21 629
H. Katherine O’Neill United States 17 31 0.2× 28 0.2× 33 0.2× 113 0.9× 199 2.2× 27 951
Janine Coates United Kingdom 14 187 1.2× 26 0.2× 128 0.9× 351 2.8× 120 1.3× 25 669
Nancy J. Dalrymple United States 12 187 1.2× 151 1.0× 136 1.0× 184 1.5× 497 5.5× 15 960
Sarah Spengler Germany 10 76 0.5× 60 0.4× 128 0.9× 74 0.6× 55 0.6× 19 523
James N. Meindl United States 13 153 1.0× 21 0.1× 71 0.5× 59 0.5× 191 2.1× 25 462
Rebecca E. Gibbons United States 10 174 1.1× 34 0.2× 373 2.8× 180 1.4× 122 1.3× 12 938
Charles Martin‐Krumm France 14 137 0.9× 30 0.2× 42 0.3× 73 0.6× 245 2.7× 62 726
Christie P. Karpiak United States 12 37 0.2× 51 0.3× 67 0.5× 45 0.4× 219 2.4× 14 454
Jo Ragen Australia 13 154 1.0× 19 0.1× 255 1.9× 192 1.5× 181 2.0× 19 756

Countries citing papers authored by Harvey N. Switzky

Since Specialization
Citations

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

Fields of papers citing papers by Harvey N. Switzky

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Harvey N. Switzky. 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 Harvey N. Switzky. The network helps show where Harvey N. Switzky may publish in the future.

Co-authorship network of co-authors of Harvey N. Switzky

This figure shows the co-authorship network connecting the top 25 collaborators of Harvey N. Switzky. A scholar is included among the top collaborators of Harvey N. Switzky 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 Harvey N. Switzky. Harvey N. Switzky 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.
Shumow, Lee, et al.. (2000). The Influence of Tutoring on Israeli Elementary Preservice Teachers' Attitudes Toward Economically Disadvantaged Students.. 22(2). 15–26. 1 indexed citations
2.
Switzky, Harvey N., et al.. (1999). Variables Associated With American High School Students' Knowledge of Environmental Issues Related to Energy and Pollution. The Journal of Environmental Education. 30(2). 15–22. 71 indexed citations
3.
Switzky, Harvey N.. (1997). Mental Retardation and the Neglected Construct of Motivation.. Education and training in mental retardation and developmental disabilities. 32(3). 3 indexed citations
4.
Switzky, Harvey N.. (1997). The Educational Meaning of Mental Retardation: Toward a More Helpful Construct. Mental Retardation and the Neglected Construct of Motivation..
5.
Switzky, Harvey N., et al.. (1996). A National Survey of High School Students' Environmental Knowledge. The Journal of Environmental Education. 27(3). 28–33. 78 indexed citations
6.
Switzky, Harvey N., et al.. (1994). A National Survey of Environmental Knowledge in High School Students: Levels of Knowledge and Related Variables.. Frontiers in Public Health. 9. 720264–720264. 17 indexed citations
7.
8.
Switzky, Harvey N. & H. Carl Haywood. (1991). Self‐reinforcement in mildly mentally retarded adults: effects of motivational orientation and instructional demand. Journal of Intellectual Disability Research. 35(3). 221–230. 5 indexed citations
9.
Switzky, Harvey N., et al.. (1990). The Development of Intrinsic Motivation in Students With Learning Problems Suggestions for More Effective Instructional Practice. Preventing School Failure Alternative Education for Children and Youth. 34(2). 14–20. 9 indexed citations
10.
Haywood, H. Carl & Harvey N. Switzky. (1986). The Malleability of Intelligence: Cognitive Processes as a Function of Polygenic-Experiential Interaction. School Psychology Review. 15(2). 245–255. 10 indexed citations
11.
Haywood, H. Carl, et al.. (1982). Mental Retardation. Annual Review of Psychology. 33(1). 309–342. 11 indexed citations
12.
Switzky, Harvey N.. (1982). Who Are the Severely and Profoundly Mentally Retarded. Education and training of the mentally retarded. 17(5). 6 indexed citations
13.
Fox, Robert A., et al.. (1982). Successful Weight Loss Techniques with Mentally Retarded Children and Youth. Exceptional Children. 49(3). 238–244. 8 indexed citations
14.
Rotatori, Anthony F., et al.. (1980). Teachers as Agents of Behavioral Change for Severely Retarded Students. Psychological Reports. 47(3_suppl). 1215–1220. 1 indexed citations
15.
Rotatori, Anthony F., Robert A. Fox, & Harvey N. Switzky. (1980). Multicomponent Behavioral Program for Achieving Weight Loss in Adult Mentally Retarded Persons. e-publications - Marquette (Marquette University). 7 indexed citations
16.
Switzky, Harvey N., et al.. (1979). The developmental model and its implications for assessment and instruction for the severely/profoundly handicapped.. PubMed. 17(4). 167–70. 13 indexed citations
17.
Rotatori, Anthony F., Bob Fox, & Harvey N. Switzky. (1979). An Indirect Technique for Establishing Preferences for Categories of Reinforcement for Severely and Profoundly Retarded Individuals. Perceptual and Motor Skills. 48(3_suppl). 1307–1313. 6 indexed citations
18.
Switzky, Harvey N., et al.. (1978). The Least Restrictive Alternative: Implications for Service Providers. The Journal of Special Education. 12(2). 123–131. 3 indexed citations
19.
Switzky, Harvey N.. (1974). The Effects of Cue Distinctiveness on the Learning of Intradimensional Shifts by Retarded Persons. The American Journal of Psychology. 87(3). 399–399.
20.
Switzky, Harvey N. & H. Carl Haywood. (1974). Motivational orientation and the relative efficacy of self-monitored and externally imposed reinforcement systems in children.. Journal of Personality and Social Psychology. 30(3). 360–366. 43 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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