M. van der Schoot

2.8k total citations · 1 hit paper
59 papers, 1.8k citations indexed

About

M. van der Schoot is a scholar working on Developmental and Educational Psychology, Statistics and Probability and Education. According to data from OpenAlex, M. van der Schoot has authored 59 papers receiving a total of 1.8k indexed citations (citations by other indexed papers that have themselves been cited), including 35 papers in Developmental and Educational Psychology, 21 papers in Statistics and Probability and 16 papers in Education. Recurrent topics in M. van der Schoot's work include Reading and Literacy Development (26 papers), Cognitive and developmental aspects of mathematical skills (21 papers) and Child and Animal Learning Development (10 papers). M. van der Schoot is often cited by papers focused on Reading and Literacy Development (26 papers), Cognitive and developmental aspects of mathematical skills (21 papers) and Child and Animal Learning Development (10 papers). M. van der Schoot collaborates with scholars based in Netherlands, United States and Australia. M. van der Schoot's co-authors include E.C.D.M. van Lieshout, Björn B. de Koning, Albert Reijntjes, Anton J.H. Boonen, Jelle Jolles, Iro Xenidou‐Dervou, Michael J. Telch, Paul A. Boelen, Jan H. Kamphuis and Peter Prinzie and has published in prestigious journals such as Journal of Educational Psychology, Journal of Child Psychology and Psychiatry and Atmospheric chemistry and physics.

In The Last Decade

M. van der Schoot

58 papers receiving 1.8k citations

Hit Papers

align trajectories

What are hit papers?

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.

Prospective linkages between peer victimization and externalizing problems in children: a meta-analysis

2010 365 citations Albert Reijntjes, Jan H. Kamphuis et al. Aggressive Behavior profile →

Peers

M. van der Schoot

EDUCA

DEP

Tracy Adams United Kingdom

Barbara W. Sarnecka United States

Robert Davies United Kingdom

Gustavo Mario Ramírez Santana Spain

Robert C. delMas United States

David Giofrè Italy

Robert E. Warren United States

Sonia White Australia

Keith E. Nelson United States

Annemie Desoete Belgium

Tracy Adams United Kingdom

M. van der Schoot

562 ×0.7

EDUCA

2.2k ×3.2

DEP

629 ×1.0

72 ×0.2

148 ×0.5

Citations per year, relative to M. van der Schoot M. van der Schoot (= 1×) peers Tracy Adams

Countries citing papers authored by M. van der Schoot

Since Specialization

Citations

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

Fields of papers citing papers by M. van der Schoot

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by M. van der Schoot. 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 M. van der Schoot. The network helps show where M. van der Schoot may publish in the future.

Co-authorship network of co-authors of M. van der Schoot

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Franken, Ingmar H. A., et al.. (2021). CBM-I training and its effect on interpretations of intent, facial expressions, attention and aggressive behavior. Europe’s Journal of Psychology. 17(2). 13–27. 3 indexed citations

Lin, Ping‐I, et al.. (2018). Eye Gaze Patterns Associated with Aggressive Tendencies in Adolescence. Psychiatric Quarterly. 89(3). 747–756. 11 indexed citations

Koning, Björn B. de, et al.. (2016). Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension. Frontiers in Psychology. 7. 116–116. 23 indexed citations

Koning, Björn B. de, et al.. (2016). Does the Component Processes Task Assess Text-Based Inferences Important for Reading Comprehension? A Path Analysis in Primary School Children. Frontiers in Psychology. 7. 895–895. 1 indexed citations

Boonen, Anton J.H., Björn B. de Koning, Jelle Jolles, & M. van der Schoot. (2016). Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training. Frontiers in Psychology. 7. 191–191. 91 indexed citations

Bos, Ilona Friso‐van den, Evelyn H. Kroesbergen, Johannes E. H. Van Luit, et al.. (2015). Longitudinal development of number line estimation and mathematics performance in primary school children. Journal of Experimental Child Psychology. 134. 12–29. 81 indexed citations

Broek, Paul van den, et al.. (2015). Children’s comprehension monitoring of multiple situational dimensions of a narrative. Reading and Writing. 28(8). 1203–1232. 19 indexed citations

Koning, Björn B. de, et al.. (2015). What can measures of text comprehension tell us about creative text production?. Reading and Writing. 28(6). 829–849. 4 indexed citations

Xenidou‐Dervou, Iro, Camilla Gilmore, M. van der Schoot, & E.C.D.M. van Lieshout. (2015). The developmental onset of symbolic approximation: beyond nonsymbolic representations, the language of numbers matters. Frontiers in Psychology. 6. 487–487. 23 indexed citations

10.

Schoot, M. van der, et al.. (2014). Hoe zie jij het voor je? Een kritische blik op de hedendaagse onderwijspraktijk van begrijpend lezen. Pedagogische Studiën. 91(6). 422–430. 3 indexed citations

11.

Luijkx, Ingrid T., Toshinobu Machida, Hidekazu Matsueda, et al.. (2014). Estimating Asian terrestrial carbon fluxes from CONTRAIL aircraft and surface CO ₂ observations for the period 2006–2010. Atmospheric chemistry and physics. 14(11). 5807–5824. 43 indexed citations

12.

Schoot, M. van der, et al.. (2013). Maak van lezen een belevenis. Data Archiving and Networked Services (DANS). 1. 56–57. 1 indexed citations

13.

Fraser, A., Paul I. Palmer, Liang Feng, et al.. (2013). Estimating regional methane surface fluxes: the relative importance of surface and GOSAT mole fraction measurements. Atmospheric chemistry and physics. 13(11). 5697–5713. 72 indexed citations

14.

Schoot, M. van der, Albert Reijntjes, & E.C.D.M. van Lieshout. (2011). How do children deal with inconsistencies in text? An eye fixation and self-paced reading study in good and poor reading comprehenders. Reading and Writing. 25(7). 1665–1690. 59 indexed citations

15.

Reijntjes, Albert, Sander Thomaes, Paul A. Boelen, et al.. (2010). Delighted when approved by others, to pieces when rejected: children’s social anxiety magnifies the linkage between self‐ and other‐evaluations. Journal of Child Psychology and Psychiatry. 52(7). 774–781. 18 indexed citations

16.

Reijntjes, Albert, Jan H. Kamphuis, Peter Prinzie, et al.. (2010). Prospective linkages between peer victimization and externalizing problems in children: a meta-analysis. Aggressive Behavior. 37(3). 215–222. 365 indexed citations breakdown →

17.

Castro, Bram Orobio de, et al.. (2009). In the Eye of the Beholder: Eye-tracking Assessment of Social Information Processing in Aggressive Behavior. Journal of Abnormal Child Psychology. 38(5). 587–599. 72 indexed citations

18.

Schoot, M. van der, et al.. (2005). Effects of stop signal modality, stop signal intensity and tracking method on inhibitory performance as determined by use of the stop signal paradigm. Scandinavian Journal of Psychology. 46(4). 331–341. 33 indexed citations

19.

Schoot, M. van der, et al.. (2003). Hemispheric differences in stop task performance. Acta Psychologica. 112(3). 279–295. 5 indexed citations

20.

Ruiter, Michiel B. de, M. van der Schoot, & Almar A. L. Kok. (1995). Effects of inter- and intramodal selective attention to nonspatial visual stimuli. Psychophysiology. 32. 1–1. 4 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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