Heather Douglas

621 total citations
22 papers, 425 citations indexed

About

Heather Douglas is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Heather Douglas has authored 22 papers receiving a total of 425 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Statistics and Probability, 18 papers in Education and 10 papers in Developmental and Educational Psychology. Recurrent topics in Heather Douglas's work include Cognitive and developmental aspects of mathematical skills (20 papers), Mathematics Education and Teaching Techniques (14 papers) and Reading and Literacy Development (9 papers). Heather Douglas is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (20 papers), Mathematics Education and Teaching Techniques (14 papers) and Reading and Literacy Development (9 papers). Heather Douglas collaborates with scholars based in Canada, Chile and United Kingdom. Heather Douglas's co-authors include Jo‐Anne LeFevre, Chang Xu, María Inés Susperreguy, Sabrina Di Lonardo Burr, Nick Freeman, Charlie Lewis, Judith Wylie, Helena P. Osana, Erin A. Maloney and Sheri‐Lynn Skwarchuk and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Heather Douglas

20 papers receiving 415 citations

Peers

Heather Douglas

EDUCA

DEP

ECP

Chang Xu Canada

Rickard Östergren Sweden

Sabrina Di Lonardo Burr Canada

Erica L. Zippert United States

Abbey M. Loehr United States

Iro Xenidou‐Dervou United Kingdom

Emily J. Braham United States

Jonna Salminen Finland

Anne F. Zaslofsky United States

Juliane Kohn Germany

Chang Xu Canada

Heather Douglas

420 ×1.3

EDUCA

379 ×1.4

209 ×1.2

DEP

61 ×1.0

ECP

23 ×0.6

Citations per year, relative to Heather Douglas Heather Douglas (= 1×) peers Chang Xu

Countries citing papers authored by Heather Douglas

Since Specialization

Citations

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

Fields of papers citing papers by Heather Douglas

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Heather Douglas

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

O’Brien, Sarah, Heather Douglas, Rebecca Merkley, Jo‐Anne LeFevre, & Thalia Anthony. (2024). Does MATmatics Work? Impact of Early Numeracy Intervention on Students’ Math Skills. 3(1).

Susperreguy, María Inés, Sabrina Di Lonardo Burr, Chang Xu, et al.. (2024). The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students. Cognitive Development. 70. 101441–101441. 2 indexed citations

Xu, Chang, Sabrina Di Lonardo Burr, Jo‐Anne LeFevre, et al.. (2023). Development of children’s number line estimation in primary school: Regional and curricular influences. Cognitive Development. 67. 101355–101355.

Burr, Sabrina Di Lonardo, Heather Douglas, Chang Xu, et al.. (2023). Transcoding of French numbers for first- and second-language learners in third grade. Quarterly Journal of Experimental Psychology. 77(2). 393–407. 1 indexed citations

Skwarchuk, Sheri‐Lynn, Heather Douglas, Jo‐Anne LeFevre, et al.. (2022). Relations between the Home Learning Environment and the Literacy and Mathematics Skills of Eight-Year-Old Canadian Children. Education Sciences. 12(8). 513–513. 7 indexed citations

Burr, Sabrina Di Lonardo, Chang Xu, Heather Douglas, Jo‐Anne LeFevre, & María Inés Susperreguy. (2022). Walking another pathway: The inclusion of patterning in the pathways to mathematics model. Journal of Experimental Child Psychology. 222. 105478–105478. 14 indexed citations

Xu, Chang, Sabrina Di Lonardo Burr, Heather Douglas, María Inés Susperreguy, & Jo‐Anne LeFevre. (2021). Number line development of Chilean children from preschool to the end of kindergarten. Journal of Experimental Child Psychology. 208. 105144–105144. 4 indexed citations

Xu, Chang, Jo‐Anne LeFevre, Sheri‐Lynn Skwarchuk, et al.. (2021). Individual differences in the development of children’s arithmetic fluency from grades 2 to 3.. Developmental Psychology. 57(7). 1067–1079. 15 indexed citations

Xu, Chang, Sabrina Di Lonardo Burr, Sheri‐Lynn Skwarchuk, et al.. (2021). Pathways to learning mathematics for students in French-immersion and English-instruction programs.. Journal of Educational Psychology. 114(6). 1321–1342. 3 indexed citations

10.

Xu, Chang, Heather Douglas, Sabrina Di Lonardo Burr, et al.. (2021). The role of mathematical language skills in arithmetic fluency and word-problem solving for first- and second-language learners.. Journal of Educational Psychology. 114(3). 513–539. 21 indexed citations

11.

Douglas, Heather, et al.. (2020). Knowledge of mathematical symbols goes beyond numbers. Journal of Numerical Cognition. 6(3). 322–354. 9 indexed citations

12.

Susperreguy, María Inés, Sabrina Di Lonardo Burr, Chang Xu, Heather Douglas, & Jo‐Anne LeFevre. (2020). Children’s Home Numeracy Environment Predicts Growth of their Early Mathematical Skills in Kindergarten. Child Development. 91(5). 1663–1680. 66 indexed citations

13.

Douglas, Heather. (2020). Fraction Symbols and their Relation to Conceptual Fraction Knowledge for Students in Grades 4 and 6.. 2 indexed citations

14.

Burr, Sabrina Di Lonardo, et al.. (2020). Refuting misconceptions: Computer tutors for fraction arithmetic. Journal of Numerical Cognition. 6(3). 355–377. 5 indexed citations

15.

Šilinskas, Gintautas, Sabrina Di Lonardo Burr, Heather Douglas, et al.. (2020). Responsive home numeracy as children progress from kindergarten through Grade 1. Early Childhood Research Quarterly. 53. 484–495. 24 indexed citations

16.

Douglas, Heather & Jo‐Anne LeFevre. (2018). Exploring the influence of basic cognitive skills on the relation between math performance and math anxiety. Journal of Numerical Cognition. 3(3). 642–666. 28 indexed citations

17.

Susperreguy, María Inés, et al.. (2018). Expanding the Home Numeracy Model to Chilean children: Relations among parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly. 50. 16–28. 97 indexed citations

18.

Douglas, Heather, et al.. (2017). The integration of symbolic and non-symbolic representations of exact quantity in preschool children. Cognition. 166. 382–397. 33 indexed citations

19.

LeFevre, Jo‐Anne, Heather Douglas, & Judith Wylie. (2017). Declines in Numeracy Skill among University Students: Why Does It Matter?. Research Portal (Queen's University Belfast). 43(1). 25–29. 3 indexed citations

20.

Lewis, Charlie, et al.. (1994). Narrative access and production in preschoolers' false belief reasoning. Cognitive Development. 9(4). 397–424. 54 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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