Helen Tam

1.2k total citations
26 papers, 937 citations indexed

About

Helen Tam is a scholar working on Cognitive Neuroscience, Experimental and Cognitive Psychology and Developmental and Educational Psychology. According to data from OpenAlex, Helen Tam has authored 26 papers receiving a total of 937 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Cognitive Neuroscience, 8 papers in Experimental and Cognitive Psychology and 5 papers in Developmental and Educational Psychology. Recurrent topics in Helen Tam's work include Memory Processes and Influences (5 papers), Neural and Behavioral Psychology Studies (5 papers) and Attention Deficit Hyperactivity Disorder (3 papers). Helen Tam is often cited by papers focused on Memory Processes and Influences (5 papers), Neural and Behavioral Psychology Studies (5 papers) and Attention Deficit Hyperactivity Disorder (3 papers). Helen Tam collaborates with scholars based in United Kingdom, United States and Australia. Helen Tam's co-authors include Cynthia Huang‐Pollock, Sarah L. Karalunas, Christopher Jarrold, Alan Baddeley, Joseph G. Verbalis, Michaele B. Manigrasso, Willa A. Hsueh, Barney A. Schlinger, Julia Bársony and Qin Xu and has published in prestigious journals such as Journal of Biological Chemistry, Biochemical and Biophysical Research Communications and Journal of Abnormal Psychology.

In The Last Decade

Helen Tam

26 papers receiving 901 citations

Peers

Helen Tam

PMH

ECP

DEP

PRM

J Pellat France

Nada Pop‐Jordanova North Macedonia

Steven Sevush United States

Steve Parker United States

Deirdre O’Shea United States

Annukka Lehtonen United Kingdom

Mark M. Span Netherlands

Michele Veldsman United Kingdom

Akio Nakai Japan

Özgür Öner Türkiye

J Pellat France

Helen Tam

724 ×1.7

257 ×1.0

PMH

207 ×1.1

ECP

250 ×1.6

DEP

99 ×0.7

PRM

Citations per year, relative to Helen Tam Helen Tam (= 1×) peers J Pellat

Countries citing papers authored by Helen Tam

Since Specialization

Citations

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

Fields of papers citing papers by Helen Tam

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Helen Tam

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

Huang‐Pollock, Cynthia, W. Todd Maddox, & Helen Tam. (2014). Rule-based and information-integration perceptual category learning in children with attention-deficit/hyperactivity disorder.. Neuropsychology. 28(4). 594–604. 18 indexed citations

Jarrold, Christopher, et al.. (2014). What can we learn about immediate memory from the development of children's free recall?. Quarterly Journal of Experimental Psychology. 68(9). 1871–1894. 11 indexed citations

Tam, Helen, W. Todd Maddox, & Cynthia Huang‐Pollock. (2013). Posterror slowing predicts rule-based but not information-integration category learning. Psychonomic Bulletin & Review. 20(6). 1343–1349. 5 indexed citations

Bársony, Julia, Michaele B. Manigrasso, Qin Xu, Helen Tam, & Joseph G. Verbalis. (2012). Chronic hyponatremia exacerbates multiple manifestations of senescence in male rats. AGE. 35(2). 271–288. 93 indexed citations

Huang‐Pollock, Cynthia, et al.. (2012). Evaluating vigilance deficits in ADHD: A meta-analysis of CPT performance.. Journal of Abnormal Psychology. 121(2). 360–371. 275 indexed citations

Huang‐Pollock, Cynthia, et al.. (2012). "Evaluating vigilance deficits in ADHD: A meta-analysis of CPT performance": Correction to Huang-Pollock et al. (2012).. Journal of Abnormal Psychology. 121(2). 423–423. 2 indexed citations

Jarrold, Christopher, et al.. (2011). How does processing affect storage in working memory tasks. Bristol Research (University of Bristol). 37(3). 688–705. 1 indexed citations

Jarrold, Christopher, et al.. (2011). How does processing affect storage in working memory tasks? Evidence for both domain-general and domain-specific effects.. Journal of Experimental Psychology Learning Memory and Cognition. 37(3). 688–705. 63 indexed citations

Jarrold, Christopher, et al.. (2010). The nature and position of processing determines why forgetting occurs in working memory tasks. Psychonomic Bulletin & Review. 17(6). 772–777. 23 indexed citations

10.

Tam, Helen, Christopher Jarrold, Alan Baddeley, & Maura Sabatos‐DeVito. (2010). The development of memory maintenance: Children’s use of phonological rehearsal and attentional refreshment in working memory tasks. Journal of Experimental Child Psychology. 107(3). 306–324. 66 indexed citations

11.

Jarrold, Christopher & Helen Tam. (2010). Rehearsal and the development of working memory. 191–214. 16 indexed citations

12.

Burnham, Denis, Caroline Jones, Greg Leigh, et al.. (2010). Who Uses Television Captions, When, and Why? Analyses Based on the Australian Television Caption Users Survey. Asia Pacific Journal of Speech Language and Hearing. 13(2). 135–144. 1 indexed citations

13.

Higham, Philip A. & Helen Tam. (2006). Release from generation failure: The role of study list structure. Memory & Cognition. 34(1). 148–157. 8 indexed citations

14.

Tam, Helen & Barney A. Schlinger. (2006). Activities of 3β-HSD and aromatase in slices of developing and adult zebra finch brain. General and Comparative Endocrinology. 150(1). 26–33. 44 indexed citations

15.

Higham, Philip A. & Helen Tam. (2005). Generation failure: Estimating metacognition in cued recall. Journal of Memory and Language. 52(4). 595–617. 25 indexed citations

16.

Sekiyama, Kaoru, et al.. (2003). Auditory-visual speech perception development in Japanese and English speakers.. AVSP. 43–47. 13 indexed citations

17.

Burnham, Denis, et al.. (2001). Visual discrimination of cantonese tone by tonal but non-Cantonese speakers, and by non-tonal language speakers.. AVSP. 155–160. 28 indexed citations

18.

Brar, Harbinder S., et al.. (1987). Increased fetoplacental active renin production in pregnancy-induced hypertension. American Journal of Obstetrics and Gynecology. 157(2). 363–367. 38 indexed citations

19.

Brar, Harbinder S., et al.. (1986). Uteroplacental unit as a source of elevated circulating prorenin levels in normal pregnancy. American Journal of Obstetrics and Gynecology. 155(6). 1223–1226. 33 indexed citations

20.

Shinagawa, Tatsuo, et al.. (1986). Complete purification of human renal renin and sequence of the amino terminus. Biochemical and Biophysical Research Communications. 139(2). 446–454. 10 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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