Lisa Cyphers

7 papers receiving 577 citations

Peers

Lisa Cyphers
Comparison fields: 5 of 62
  • Gender Studies 203
  • Developmental and Educational Psychology 160
  • Experimental and Cognitive Psychology 143
  • Clinical Psychology 151
  • Education 200
Replace Sharon Churnin Nash with:
Sharon Churnin Nash United States
Douglas B. Sawin United States
Helen Benedict United States
Thomas W. Draper United States
Louise Cossette Canada
Spencer K. Thompson United States
Harriet N. Mischel United States
Elizabeth T. Hallers‐Haalboom Netherlands
Judith S. Kestenberg United States
Leslie Rudy United States
Lisa Cyphers relative to Sharon Churnin Nash United States Sharon Churnin Nash's profile →
Citations per field
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Citations per year

Countries citing papers authored by Lisa Cyphers

Since Specialization
Citations

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

Fields of papers citing papers by Lisa Cyphers

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authors

The 21 scholars most cited alongside Lisa Cyphers, linked wherever they have co-authored with each other. Click a name or a connecting line to browse the papers they share.

Border = papers with Lisa Cyphers Line = papers co-authored together Lisa Cyphers links everyone, so they are left out of the graph.

All Works

7 of 7 papers shown
#Work
1 2005170
2 2007137
3 1990104
4 199868
5 199263
6 199060
7 198918

About Lisa Cyphers

Lisa Cyphers is a scholar working on Experimental and Cognitive Psychology, Education, Developmental and Educational Psychology, Gender Studies and Statistics and Probability, having authored 7 papers that have together received 620 indexed citations. Recurring topics across this work include Early Childhood Education and Development (4 papers), Cognitive Abilities and Testing (3 papers), Child and Animal Learning Development (3 papers), Language Development and Disorders (2 papers), Gender Roles and Identity Studies (2 papers), Cognitive and developmental aspects of mathematical skills (2 papers), Social and Intergroup Psychology (1 paper) and Gender Studies in Language (1 paper). The work is most often cited by research in Gender Studies (203 citations), Developmental and Educational Psychology (160 citations), Experimental and Cognitive Psychology (143 citations), Clinical Psychology (151 citations) and Education (200 citations). Lisa Cyphers has collaborated with scholars based in United States, Cameroon and Hungary. Frequent co-authors include Diane N. Ruble, David W. Fulker, Hanns Martín Trautner, Petra Hartmann, Kay Phillips, Catherine S. Tamis‐LeMonda, Marc H. Bornstein, Faith K. Greulich, Patrick E. Shrout and Leah E. Lurye. Their work appears in journals such as International Journal of Behavioral Development, Journal of Child Language, Developmental Psychology, Child Development and Journal of the American Academy of Child & Adolescent Psychiatry.

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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