Jesús Alegría

1.4k total citations
22 papers, 952 citations indexed

About

Jesús Alegría is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Experimental and Cognitive Psychology. According to data from OpenAlex, Jesús Alegría has authored 22 papers receiving a total of 952 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Developmental and Educational Psychology, 8 papers in Cognitive Neuroscience and 8 papers in Experimental and Cognitive Psychology. Recurrent topics in Jesús Alegría's work include Reading and Literacy Development (12 papers), Hearing Impairment and Communication (7 papers) and Writing and Handwriting Education (5 papers). Jesús Alegría is often cited by papers focused on Reading and Literacy Development (12 papers), Hearing Impairment and Communication (7 papers) and Writing and Handwriting Education (5 papers). Jesús Alegría collaborates with scholars based in Belgium, Spain and Portugal. Jesús Alegría's co-authors include José Morais, Luz Cary, Paul Bertelson, Jacqueline Leybaert, Sven L. Mattys, Javier Marín, Alain Content, Sylvia Defior, Francisco Martos and Willy Serniclaes and has published in prestigious journals such as Nature, SHILAP Revista de lepidopterología and Child Development.

In The Last Decade

Jesús Alegría

22 papers receiving 853 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Jesús Alegría Belgium 15 783 377 263 232 162 22 952
Jesús Alegría Iscoa Belgium 14 659 0.8× 444 1.2× 178 0.7× 208 0.9× 145 0.9× 46 899
Luz Cary Portugal 10 1.3k 1.7× 597 1.6× 424 1.6× 410 1.8× 315 1.9× 13 1.6k
Penny Chiappe Canada 15 909 1.2× 393 1.0× 280 1.1× 283 1.2× 306 1.9× 17 1.2k
Rhona Stainthorp United Kingdom 19 1.2k 1.5× 467 1.2× 645 2.5× 88 0.4× 343 2.1× 44 1.3k
Nata Goulandris United Kingdom 13 1.2k 1.6× 443 1.2× 354 1.3× 152 0.7× 332 2.0× 20 1.3k
Annie Magnan France 16 567 0.7× 306 0.8× 254 1.0× 95 0.4× 111 0.7× 32 725
Lee S. Wilce United States 12 1.3k 1.6× 246 0.7× 735 2.8× 122 0.5× 361 2.2× 17 1.4k
Thomas W. Hogaboam United States 10 987 1.3× 428 1.1× 285 1.1× 197 0.8× 276 1.7× 14 1.1k
William E. Merriman United States 19 1.3k 1.6× 358 0.9× 144 0.5× 282 1.2× 96 0.6× 64 1.4k
Aibao Zhou China 9 694 0.9× 356 0.9× 282 1.1× 90 0.4× 319 2.0× 37 906

Countries citing papers authored by Jesús Alegría

Since Specialization
Citations

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

Fields of papers citing papers by Jesús Alegría

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Jesús Alegría

This figure shows the co-authorship network connecting the top 25 collaborators of Jesús Alegría. A scholar is included among the top collaborators of Jesús Alegría 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 Jesús Alegría. Jesús Alegría 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.
Alegría, Jesús, et al.. (2014). Learning to spell words in Spanish: a comparative analysis / La escritura de palabras en castellano: un análisis comparativo. Studies in Psychology Estudios de Psicología. 35(3). 476–501. 12 indexed citations
2.
Alegría, Jesús, et al.. (2013). The development of children’s sensitivity to bigram frequencies when spelling in Spanish, a transparent writing system. Reading and Writing. 27(3). 571–590. 21 indexed citations
3.
Alegría, Jesús, et al.. (2012). On the acquisition of some basic word spelling mechanisms in a deep (French) and a shallow (Spanish) system. Reading and Writing. 26(6). 799–819. 38 indexed citations
4.
Serrano, Francisca, Sylvia Defior, Jesús Alegría, et al.. (2011). Variations in reading and spelling acquisition in Portuguese, French and Spanish: A cross-linguistic comparison. SHILAP Revista de lepidopterología. 10(1). 183–183. 35 indexed citations
5.
Alegría, Jesús, et al.. (2009). Reading Mechanisms in Orally Educated Deaf Adults. The Journal of Deaf Studies and Deaf Education. 15(2). 136–148. 35 indexed citations
6.
Defior, Sylvia, et al.. (2007). Using morphology when spelling in a shallow orthographic system: The case of Spanish. Cognitive Development. 23(1). 204–215. 26 indexed citations
7.
Alegría, Jesús, et al.. (1999). The Role of Lip-reading and Cued Speech in the Processing of Phonological Information in French-educated Deaf Children. The European Journal of Cognitive Psychology. 11(4). 451–472. 49 indexed citations
8.
Leybaert, Jacqueline & Jesús Alegría. (1993). Is word processing involuntary in deaf children?. British Journal of Developmental Psychology. 11(1). 1–29. 50 indexed citations
9.
Alegría, Jesús, et al.. (1990). Cued Speech and Language Acquisition: With Specifics Related to Grammatical Gender 1. 2 indexed citations
10.
Alegría, Jesús, et al.. (1990). Role of Cued Speech in the Identification of Words by the Deaf Child: Theory and Preliminary Data 1. 5 indexed citations
11.
Leybaert, Jacqueline & Jesús Alegría. (1989). The development of written word processing: the case of deaf children. Ilha do Desterro A Journal of English Language Literatures in English and Cultural Studies. 21(21). 11–42. 4 indexed citations
12.
Alegría, Jesús, et al.. (1989). Metaphonological abilities of Japanese children. Reading and Writing. 1(3). 221–244. 15 indexed citations
13.
Morais, José, Paul Bertelson, Luz Cary, & Jesús Alegría. (1986). Literacy training and speech segmentation. Cognition. 24(1-2). 45–64. 354 indexed citations
14.
Périer, O, et al.. (1984). Consequences of auditory deprivation in animals and humans.. PubMed. 411. 60–70. 16 indexed citations
15.
Serniclaes, Willy, et al.. (1984). Production and perception of French stops by moderately deaf subjects. Speech Communication. 3(3). 185–198. 10 indexed citations
16.
Alegría, Jesús, et al.. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory & Cognition. 10(5). 451–456. 150 indexed citations
17.
Alegría, Jesús, et al.. (1979). Genetic Aspects of Verbal Mediation in Memory. Child Development. 50(1). 235–235. 14 indexed citations
18.
Alegría, Jesús. (1975). Sequential Effects of Foreperiod Duration as a function of the Frequency of Foreperiod Repetitions. Journal of Motor Behavior. 7(4). 243–250. 15 indexed citations
19.
Alegría, Jesús, et al.. (1975). Sequential effects of foreperiod duration and conditional probability of the signal in a choice reaction time task. Acta Psychologica. 39(5). 321–328. 26 indexed citations
20.
Alegría, Jesús. (1974). The Time Course of Preparation after a First Peak: Some Constraints of Reacting Mechanisms. Quarterly Journal of Experimental Psychology. 26(4). 622–632. 28 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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