Joan E. Backman

790 total citations
18 papers, 640 citations indexed

About

Joan E. Backman is a scholar working on Developmental and Educational Psychology, Clinical Psychology and Pediatrics, Perinatology and Child Health. According to data from OpenAlex, Joan E. Backman has authored 18 papers receiving a total of 640 indexed citations (citations by other indexed papers that have themselves been cited), including 7 papers in Developmental and Educational Psychology, 5 papers in Clinical Psychology and 4 papers in Pediatrics, Perinatology and Child Health. Recurrent topics in Joan E. Backman's work include Reading and Literacy Development (6 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Infant Development and Preterm Care (4 papers). Joan E. Backman is often cited by papers focused on Reading and Literacy Development (6 papers), Cognitive and developmental aspects of mathematical skills (4 papers) and Infant Development and Preterm Care (4 papers). Joan E. Backman collaborates with scholars based in Canada and United States. Joan E. Backman's co-authors include Mark S. Seidenberg, Margaret Bruck, H. Bruce Ferguson, Martine Hébert, Harry N. Bawden, Joseph M. Dooley, Peter Camfield, Joseph M. Byrne, Isabel M. Smith and Kenneth W. Dunn and has published in prestigious journals such as Psychological Bulletin, PEDIATRICS and Journal of Abnormal Child Psychology.

In The Last Decade

Joan E. Backman

16 papers receiving 575 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Joan E. Backman Canada	11	479	229	178	174	150	18	640
Eleanor M. Semel United States	11	492 1.0×	217 0.9×	114 0.6×	58 0.3×	87 0.6×	16	661
Barbara Culatta United States	11	361 0.8×	96 0.4×	192 1.1×	57 0.3×	102 0.7×	30	493
Dorothy J. Feeman United States	8	585 1.2×	168 0.7×	238 1.3×	236 1.4×	35 0.2×	9	758
Carmen Cattaneo Italy	7	479 1.0×	418 1.8×	91 0.5×	295 1.7×	98 0.7×	8	712
Clara Regina Brandão de Ávila Brazil	14	359 0.7×	130 0.6×	188 1.1×	84 0.5×	48 0.3×	67	497
Katherine Kipp Harnishfeger United States	8	365 0.8×	383 1.7×	62 0.3×	102 0.6×	48 0.3×	9	639
Ruth L. Ault United States	11	348 0.7×	207 0.9×	168 0.9×	136 0.8×	134 0.9×	18	588
Celia Rosenquist United States	10	276 0.6×	133 0.6×	58 0.3×	84 0.5×	37 0.2×	12	412
Micaela E. Christopher United States	9	318 0.7×	192 0.8×	125 0.7×	127 0.7×	65 0.4×	9	515
Russell Matthews Australia	8	790 1.6×	185 0.8×	413 2.3×	288 1.7×	58 0.4×	10	868

Countries citing papers authored by Joan E. Backman

Since Specialization

Citations

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

Fields of papers citing papers by Joan E. Backman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Joan E. Backman. 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 Joan E. Backman. The network helps show where Joan E. Backman may publish in the future.

Co-authorship network of co-authors of Joan E. Backman

This figure shows the co-authorship network connecting the top 25 collaborators of Joan E. Backman. A scholar is included among the top collaborators of Joan E. Backman 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 Joan E. Backman. Joan E. Backman is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Backman, Joan E., et al.. (2024). Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory. Acta Psychologica. 246. 104246–104246.

Byrne, Joseph M., Joan E. Backman, & Harry N. Bawden. (1995). Minnesota Child Development Inventory: A normative study.. Canadian Psychology/Psychologie canadienne. 36(2). 115–130. 8 indexed citations

Backman, Joan E., et al.. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with Students with Learning Disabilities.. Learning Disabilities Research and Practice. 8(4). 25 indexed citations

Bawden, Harry N., et al.. (1991). Peer Problems in Tourette's Disorder. PEDIATRICS. 87(6). 936–942. 123 indexed citations

Backman, Joan E., et al.. (1989). Stability of children's neuropsychological profiles: Comparison of Mccarthy scales and WISC-R. Clinical Neuropsychologist. 3(2). 157–161.

Dunn, Kenneth W., Charles E. Cunningham, & Joan E. Backman. (1987). SELF‐CONTROL AND REINFORCEMENT IN THE MANAGEMENT OF A CEREBRAL‐PALSIED ADOLESCENT'S DROOLING. Developmental Medicine & Child Neurology. 29(3). 305–310. 21 indexed citations

Byrne, Joseph M., et al.. (1987). Cognitive impairment in preschoolers: Identification using the personality inventory for children-revised. Journal of Abnormal Child Psychology. 15(2). 239–246. 2 indexed citations

Seidenberg, Mark S., et al.. (1986). Who is dyslexic? Reply to Wolf. Applied Psycholinguistics. 7(1). 77–83. 7 indexed citations

Ferguson, Harry, et al.. (1986). No difference represents a significant finding: The logic of the reading level design: A response to Bryant and Goswami.. Psychological Bulletin. 100(1). 104–106. 11 indexed citations

10.

Byrne, Joseph M., et al.. (1986). Interpretation of the personality inventory for children-revised (PIC-R): Influence of cognitive impairment. Journal of Abnormal Child Psychology. 14(2). 287–296. 5 indexed citations

11.

Byrne, Joseph M., Joan E. Backman, & Isabel M. Smith. (1986). Developmental Assessment: The Clinical Use and Validity of Parental Report. Journal of Pediatric Psychology. 11(4). 549–559. 24 indexed citations

12.

Ferguson, H. Bruce, et al.. (1986). No difference represents a significant finding: The logic of the reading level design: A response to Bryant and Goswami.. Psychological Bulletin. 100(1). 104–106. 11 indexed citations

13.

Seidenberg, Mark S., et al.. (1985). Word recognition processes of poor and disabled readers: Do they necessarily differ?. Applied Psycholinguistics. 6(2). 161–180. 47 indexed citations

14.

Backman, Joan E., et al.. (1984). Reading level design: Conceptual and methodological issues in reading research.. Psychological Bulletin. 96(3). 560–568. 118 indexed citations

15.

Backman, Joan E., et al.. (1984). Reading level design: Conceptual and methodological issues in reading research.. Psychological Bulletin. 96(3). 560–568. 5 indexed citations

16.

Backman, Joan E., Margaret Bruck, Martine Hébert, & Mark S. Seidenberg. (1984). Acquisition and use of spelling-sound correspondences in reading. Journal of Experimental Child Psychology. 38(1). 114–133. 170 indexed citations

17.

Backman, Joan E.. (1983). The Role of Psycholinguistic Skills in Reading Acquisition: A Look at Early Readers. Reading Research Quarterly. 18(4). 466–466. 52 indexed citations

18.

Backman, Joan E. & Philip Firestone. (1979). A review of psychopharmacological and behavioral approaches to the treatment of hyperactive children.. American Journal of Orthopsychiatry. 49(3). 500–504. 11 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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