Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Countries citing papers authored by Julian C. Stanley
Since
Specialization
Citations
This map shows the geographic impact of Julian C. Stanley'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 Julian C. Stanley with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Julian C. Stanley more than expected).
Fields of papers citing papers by Julian C. Stanley
This network shows the impact of papers produced by Julian C. Stanley. 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 Julian C. Stanley. The network helps show where Julian C. Stanley may publish in the future.
Co-authorship network of co-authors of Julian C. Stanley
This figure shows the co-authorship network connecting the top 25 collaborators of Julian C. Stanley.
A scholar is included among the top collaborators of Julian C. Stanley 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 Julian C. Stanley. Julian C. Stanley is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Sethna, Beheruz N., et al.. (1999). Special Opportunities for Exceptionally Able High School Students: A Description of Eight Residential Early-College-Entrance Programs.. 10(4). 195–202.11 indexed citations
3.
Stumpf, Heinrich & Julian C. Stanley. (1997). The Gender Gap in Advanced Placement Computer Science.. The College Board review.8 indexed citations
4.
Stanley, Julian C.. (1991). A Better Model for Residential High Schools for Talented Youths.. Phi Delta Kappan. 72(6).17 indexed citations
5.
Stanley, Julian C.. (1987). State Residential High Schools for Mathematically Talented Youth. University of North Texas Digital Library (University of North Texas).17 indexed citations
Stanley, Julian C.. (1986). SAT-M Scores of Highly Selected Students in Shanghai Tested When Less than 13 Years Old.. The College Board review.73 indexed citations
Benbow, Camilla Persson & Julian C. Stanley. (1983). Opening Doors for the Gifted.. American education. 19(3). 44–46.5 indexed citations
11.
Benbow, Camilla Persson & Julian C. Stanley. (1983). Academic precocity, aspects of its development. Johns Hopkins University Press eBooks.164 indexed citations
12.
Stanley, Julian C. & Camilla Persson Benbow. (1983). Extremely Young College Graduates: Evidence of Their Success.. College and university. 58(4).32 indexed citations
Stanley, Julian C.. (1982). Identification of Intellectual Talent..5 indexed citations
15.
Stanley, Julian C. & Camilla Persson Benbow. (1981). Using the SAT to Find Intellectually Talented Seventh Graders.. The College Board review.13 indexed citations
16.
Stanley, Julian C.. (1977). The Predictive Value of the SAT for Brilliant Seventh- and Eighth-Graders.. The College Board review.25 indexed citations
17.
Stanley, Julian C., et al.. (1977). The gifted and the creative : a fifty-year perspective : revised and expanded proceedings of the seventh annual Hyman Blumberg Symposium on Research in Early Childhood Education. Johns Hopkins University Press eBooks.1 indexed citations
18.
Stanley, Julian C.. (1976). Identifying and Nurturing the Intellectually Gifted.. Phi Delta Kappan.30 indexed citations
19.
Glass, Gene V. & Julian C. Stanley. (1976). Статистические методы в педагогике и психологии.
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.