Lorene C. Quay

634 total citations
41 papers, 500 citations indexed

About

Lorene C. Quay is a scholar working on Education, Developmental and Educational Psychology and Clinical Psychology. According to data from OpenAlex, Lorene C. Quay has authored 41 papers receiving a total of 500 indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Developmental and Educational Psychology and 10 papers in Clinical Psychology. Recurrent topics in Lorene C. Quay's work include Early Childhood Education and Development (9 papers), Behavioral and Psychological Studies (7 papers) and Child and Adolescent Psychosocial and Emotional Development (5 papers). Lorene C. Quay is often cited by papers focused on Early Childhood Education and Development (9 papers), Behavioral and Psychological Studies (7 papers) and Child and Adolescent Psychosocial and Emotional Development (5 papers). Lorene C. Quay collaborates with scholars based in United States. Lorene C. Quay's co-authors include Herbert C. Quay, Ronald T. Brown, Olga S. Jarrett, C. J. Bartlett, Lawrence S. Wrightsman, James McLeskey and Robert Granger and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Lorene C. Quay

40 papers receiving 402 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Lorene C. Quay United States	12	200	192	160	92	74	41	500
Lynn Meltzer United States	12	124 0.6×	253 1.3×	233 1.5×	50 0.5×	63 0.9×	29	518
Wayne C. Piersel United States	13	236 1.2×	135 0.7×	226 1.4×	77 0.8×	46 0.6×	40	449
William A. Shennum United States	8	270 1.4×	139 0.7×	93 0.6×	158 1.7×	90 1.2×	15	463
Joan B. Simon United States	9	217 1.1×	127 0.7×	99 0.6×	56 0.6×	34 0.5×	15	458
Andrée Pomerleau Canada	12	232 1.2×	93 0.5×	187 1.2×	110 1.2×	48 0.6×	38	522
Sherry K. Bain United States	13	143 0.7×	294 1.5×	152 0.9×	149 1.6×	173 2.3×	35	610
Marvin J. Fine United States	17	371 1.9×	277 1.4×	258 1.6×	141 1.5×	53 0.7×	59	667
John E. Rynders United States	16	223 1.1×	203 1.1×	286 1.8×	138 1.5×	20 0.3×	39	704
Barbara Clark United States	7	163 0.8×	291 1.5×	121 0.8×	77 0.8×	178 2.4×	13	579
Larry M. Bolen United States	14	133 0.7×	157 0.8×	145 0.9×	100 1.1×	93 1.3×	41	468

Countries citing papers authored by Lorene C. Quay

Since Specialization

Citations

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

Fields of papers citing papers by Lorene C. Quay

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lorene C. Quay. 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 Lorene C. Quay. The network helps show where Lorene C. Quay may publish in the future.

Co-authorship network of co-authors of Lorene C. Quay

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

All Works

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20 of 20 papers shown

Quay, Lorene C., et al.. (1998). Predicting Children's Achievement from Teacher Judgements: An Alternative To Standardized Testing. Early Education and Development. 9(3). 207–218. 14 indexed citations

Quay, Lorene C.. (1993). Sex Typing in Stories and Comprehension, Recall, and Sex Typed Beliefs in Preschool Children.. 1 indexed citations

Quay, Lorene C., et al.. (1992). Verbal Communication, Nonverbal Communication, and Private Speech in Lower and Middle Socioeconomic Status Preschool Children. The Journal of Genetic Psychology. 153(2). 129–138. 21 indexed citations

Quay, Lorene C.. (1989). Interactions of stimulus materials, age, and SES in the assessment of cognitive abilities. Journal of Applied Developmental Psychology. 10(3). 401–409. 1 indexed citations

Quay, Lorene C. & Olga S. Jarrett. (1988). Social Interaction Styles of Socially Normal, Low Interacting, and Socially-emotionally Handicapped Preschool Children.. Child study journal. 18(4). 4 indexed citations

Quay, Lorene C. & Olga S. Jarrett. (1988). Social Initiation and Response Styles in Lower and Middle Class Preschool Children. Early Child Development and Care. 33(1-4). 89–97. 1 indexed citations

Quay, Lorene C., et al.. (1987). Race versus social class: Social orientation and cognitive play in black and white middle SES preschool children. Journal of Applied Developmental Psychology. 8(4). 343–350. 4 indexed citations

Quay, Lorene C.. (1986). The Effects of Play Materials on Positive and Negative Social Behaviors in Preschool Boys and Girls.. Child study journal. 16(1). 67–76. 9 indexed citations

Jarrett, Olga S. & Lorene C. Quay. (1984). Cross-Racial Acceptance and Best Friend Choice. Urban Education. 19(3). 215–225. 1 indexed citations

10.

Quay, Lorene C., et al.. (1978). Responses of normal and learning disabled children as a function of the stopwatch in the matching familiar figures testing situation. Journal of Experimental Child Psychology. 26(2). 383–388. 4 indexed citations

11.

Quay, Lorene C., et al.. (1977). Communication encoding and decoding in children from different socioeconomic and racial groups.. Developmental Psychology. 13(4). 415–416. 1 indexed citations

12.

Quay, Lorene C., et al.. (1977). Teacher judgments of the communication effectiveness of children using different speech patterns.. Journal of Educational Psychology. 69(6). 794–797. 7 indexed citations

13.

Brown, Ronald T. & Lorene C. Quay. (1977). Reflection-impulsivity in normal and behavior-disordered children. Journal of Abnormal Child Psychology. 5(4). 457–462. 40 indexed citations

14.

Granger, Robert, et al.. (1977). Teacher Judgments of the Communication Effectiveness of Children Using Different Speech Patterns.. Journal of Educational Psychology. 69(6). 793–796. 5 indexed citations

15.

Quay, Lorene C.. (1975). Reinforcement and Binet Performance in Disadvantaged Children.. Journal of Educational Psychology. 67(1). 132–135. 9 indexed citations

16.

Quay, Lorene C.. (1972). Negro Dialect and Binet Performance in Severely Disadvantaged Black Four-Year-Olds. Child Development. 43(1). 245–245. 11 indexed citations

17.

Quay, Lorene C.. (1971). Language Dialect, Reinforcement, and the Intelligence-Test Performance of Negro Children. Child Development. 42(1). 5–5. 35 indexed citations

18.

Quay, Herbert C. & Lorene C. Quay. (1965). Behavior Problems in Early Adolescence. Child Development. 36(1). 215–215. 81 indexed citations

19.

Quay, Herbert C. & Lorene C. Quay. (1965). BEHAVIOR PROBLEMS IN EARLY ADOLESCENCE. Child Development. 36(1). 215–220. 86 indexed citations

20.

Bartlett, C. J., Lorene C. Quay, & Lawrence S. Wrightsman. (1960). A Comparison of Two Methods of Attitude Measurement: Likert-Type and Forced Choice. Educational and Psychological Measurement. 20(4). 699–704. 18 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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