Heather Winskel

1.8k total citations
67 papers, 808 citations indexed

About

Heather Winskel is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Cognitive Neuroscience. According to data from OpenAlex, Heather Winskel has authored 67 papers receiving a total of 808 indexed citations (citations by other indexed papers that have themselves been cited), including 38 papers in Developmental and Educational Psychology, 20 papers in Experimental and Cognitive Psychology and 18 papers in Cognitive Neuroscience. Recurrent topics in Heather Winskel's work include Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (12 papers) and Categorization, perception, and language (9 papers). Heather Winskel is often cited by papers focused on Reading and Literacy Development (30 papers), Cognitive and developmental aspects of mathematical skills (12 papers) and Categorization, perception, and language (9 papers). Heather Winskel collaborates with scholars based in Australia, Thailand and Spain. Heather Winskel's co-authors include Manuel Perea, Khazriyati Salehuddin, Sudaporn Luksaneeyanawin, Ralph Radach, Taehoon Kim, Catherine Stevens, Pablo Gómez, Zaimuariffudin Shukri Nordin, R. Malatesha Joshi and B. Bhuvaneshwari and has published in prestigious journals such as Frontiers in Psychology, Journal of Memory and Language and Psychonomic Bulletin & Review.

In The Last Decade

Heather Winskel

62 papers receiving 763 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Heather Winskel Australia 16 438 305 227 144 107 67 808
Henrik Saalbach Germany 17 443 1.0× 179 0.6× 229 1.0× 339 2.4× 156 1.5× 59 912
Sherry Mee Bell United States 17 420 1.0× 150 0.5× 126 0.6× 451 3.1× 100 0.9× 56 969
Audrey K. Kittredge United States 10 473 1.1× 432 1.4× 153 0.7× 206 1.4× 55 0.5× 15 768
Katsuo Tamaoka Japan 17 550 1.3× 454 1.5× 276 1.2× 101 0.7× 95 0.9× 96 974
Catharine H. Echols United States 12 846 1.9× 222 0.7× 376 1.7× 152 1.1× 79 0.7× 26 1.0k
Tracy Lavin Canada 4 582 1.3× 329 1.1× 132 0.6× 170 1.2× 38 0.4× 4 903
Xinchun Wu China 17 680 1.6× 224 0.7× 94 0.4× 315 2.2× 46 0.4× 57 936
Tracy Linderholm United States 18 965 2.2× 383 1.3× 352 1.6× 341 2.4× 78 0.7× 32 1.4k
Μαρία Πλατσίδου Greece 16 372 0.8× 141 0.5× 219 1.0× 271 1.9× 289 2.7× 36 983
Brenda Hannon United States 15 514 1.2× 282 0.9× 242 1.1× 186 1.3× 56 0.5× 30 811

Countries citing papers authored by Heather Winskel

Since Specialization
Citations

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

Fields of papers citing papers by Heather Winskel

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Heather Winskel

This figure shows the co-authorship network connecting the top 25 collaborators of Heather Winskel. A scholar is included among the top collaborators of Heather Winskel 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 Winskel. Heather Winskel 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.
Winskel, Heather, et al.. (2024). Communication Preferences and Factors Predicting Smartphone Addiction Among Four Generations of Australians: Gender and Generational Differences. Journal of Technology in Behavioral Science. 10(2). 373–381. 1 indexed citations
2.
Winskel, Heather. (2020). Learning to Read in Multilingual Malaysia: A Focus on Bahasa Melayu, Tamil and Chinese. GEMA Online Journal of Language Studies. 20(1). 1–15. 7 indexed citations
3.
Winskel, Heather & Taehoon Kim. (2020). The Mirror Generalization Process in Reading: Evidence from Korean Hangul. Journal of Psycholinguistic Research. 50(2). 447–458. 3 indexed citations
4.
Winskel, Heather, et al.. (2019). Smartphone use and study behavior: A Korean and Australian comparison. Heliyon. 5(7). e02158–e02158. 49 indexed citations
5.
Winskel, Heather, Taehoon Kim, & Jeung‐Ryeul Cho. (2018). The global precedence effect in English and Korean native speakers with Roman, Korean Hangul and Thai compound letters. Acta Psychologica. 187. 30–36. 2 indexed citations
6.
Winskel, Heather, et al.. (2016). Challenges of foreign language learning in early childhood. ePublications@SCU (Southern Cross University). 142–156. 2 indexed citations
7.
Winskel, Heather, et al.. (2016). The role of tone and segmental information in visual-word recognition in Thai. Quarterly Journal of Experimental Psychology. 70(7). 1282–1291. 2 indexed citations
8.
Winskel, Heather, Lisa C. Walsh, & Trần Thu Hương. (2014). Discipline strategies of Vietnamese and Australian mothers for regulating children's behaviour. Pertanika journal of social science & humanities. 22(2). 575–588. 1 indexed citations
9.
Winskel, Heather & Khazriyati Salehuddin. (2014). MORPHOLOGICAL PARAFOVEAL PREVIEW BENEFIT EFFECTS WHEN READING DERIVED WORDS IN MALAY. ePublications@SCU (Southern Cross University). 32(2). 23–40. 4 indexed citations
10.
Winskel, Heather, et al.. (2013). Developmental milestone expectations, parenting styles and self construal in Malaysian and Australian caregivers. ePublications@SCU (Southern Cross University). 31(1). 19–35. 11 indexed citations
11.
Salehuddin, Khazriyati & Heather Winskel. (2012). Malay numeral classifier usage in caretaker-child talk. GEMA Online Journal of Language Studies. 12(1). 89–104. 5 indexed citations
12.
Salehuddin, Khazriyati & Heather Winskel. (2011). Object Categorisation Using Malay Shape-based Numeral Classifiers. GEMA Online Journal of Language Studies. 11(3). 53–68. 5 indexed citations
13.
Salehuddin, Khazriyati, Heather Winskel, & Marlyna Maros. (2011). The Pragmatic Functions Of Numeral Classifiers In Modern Malay Written Corpus. GEMA Online Journal of Language Studies. 11(2). 137–153. 3 indexed citations
14.
Salehuddin, Khazriyati & Heather Winskel. (2009). An investigation into Malay numeral classifier acquisition through an elicited production task. First Language. 29(3). 289–311. 11 indexed citations
15.
Stevens, Catherine, et al.. (2009). Direct and indirect methods for measuring audience reactions to contemporary dance. ePublications@SCU (Southern Cross University). 2 indexed citations
16.
Winskel, Heather, et al.. (2008). Learning to read Setswana and English: Cross-language transference of letter knowledge, phonological awareness and reading skills. Perspectives in Education. 26(4). 1–73. 7 indexed citations
17.
Winskel, Heather & Sudaporn Luksaneeyanawin. (2008). Obligatory grammatical categories and the expression of temporal events*. Journal of Child Language. 36(2). 355–380. 2 indexed citations
18.
Winskel, Heather, et al.. (2007). Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers. Applied Psycholinguistics. 28(1). 23–45. 41 indexed citations
19.
Winskel, Heather, et al.. (2006). Language Socialization of the Child through Caretaker-Child Personal Narratives. RELC Journal. 37(3). 354–366. 2 indexed citations
20.
Winskel, Heather. (2003). The Acquisition of Temporal Event Sequencing: A Cross-Linguistic Study Using an Elicited Imitation Task. First Language. 23(1). 65–95. 6 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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