Kristy vanMarle
- Statistics and Probability top 0.5%
- Developmental and Educational Psychology top 2%
- Education top 2%
- Cognitive Neuroscience top 5%
- Experimental and Cognitive Psychology top 10%
- Co-authors
- David C. GearyFelicia W. ChuKaren WynnBrian J. SchollJeffrey N. RouderYi MouMary K. HoardLara Nugent
- Topics
- Cognitive and developmental aspects of mathematical skills (19 papers)Mathematics Education and Teaching Techniques (12 papers)Reading and Literacy Development (9 papers)
- Partner nations
- United StatesCanada
In The Last Decade
Kristy vanMarle
23 papers receiving 1.1k citations
Peers
Comparison fields: 5 of 72
- Statistics and Probability 794
- Developmental and Educational Psychology 651
- Education 598
- Cognitive Neuroscience 270
- Experimental and Cognitive Psychology 123
Countries citing papers authored by Kristy vanMarle
This map shows the geographic impact of Kristy vanMarle'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 Kristy vanMarle with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kristy vanMarle more than expected).
Fields of papers citing papers by Kristy vanMarle
This network shows the impact of papers produced by Kristy vanMarle. 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 Kristy vanMarle. The network helps show where Kristy vanMarle may publish in the future.
Co-authorship network of co-authors of Kristy vanMarle
This figure shows the co-authorship network connecting the top 25 collaborators of Kristy vanMarle. A scholar is included among the top collaborators of Kristy vanMarle 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 Kristy vanMarle. Kristy vanMarle is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 1 | |
| 3 | 15 | |
| 4 | 31 | |
| 5 | 19 | |
| 6 | 48 | |
| 7 | 10 | |
| 8 | 112 | |
| 9 | 22 | |
| 10 | 63 | |
| 11 | 85 | |
| 12 | 91 | |
| 13 | 34 | |
| 14 | 37 | |
| 15 | 37 | |
| 16 | 32 | |
| 17 | 39 | |
| 18 | 45 | |
| 19 | 57 | |
| 20 | 96 |
About Kristy vanMarle
Kristy vanMarle is a scholar working on Statistics and Probability, Developmental and Educational Psychology and Education, having authored 25 papers that have together received 1.1k indexed citations. Recurring topics across this work include Cognitive and developmental aspects of mathematical skills (19 papers), Mathematics Education and Teaching Techniques (12 papers) and Reading and Literacy Development (9 papers). The work is most often cited by research in Statistics and Probability (794 citations), Developmental and Educational Psychology (651 citations) and Education (598 citations). Kristy vanMarle has collaborated with scholars based in United States and Canada. Frequent co-authors include David C. Geary, Felicia W. Chu, Karen Wynn, Brian J. Scholl, Jeffrey N. Rouder, Yi Mou, Mary K. Hoard, Lara Nugent, Susan J. Hespos and Valerie A. Kuhlmeier. Their work appears in journals such as Psychological Science, Journal of Educational Psychology and Developmental Psychology.
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.