Marguerite P. Ford
- Language and Linguistics top 2%
- Developmental and Educational Psychology top 5%
- Experimental and Cognitive Psychology top 10%
- Education top 10%
- Sociology and Political Science
- Topics
- Language, Metaphor, and Cognition (2 papers)Visual and Cognitive Learning Processes (1 paper)Categorization, perception, and language (1 paper)
- Journals
- American Educational Research JournalJournal of School PsychologyPerceptual and Motor Skills
- Partner nations
- United States
In The Last Decade
Marguerite P. Ford
8 papers receiving 483 citations
Peers
Comparison fields: 5 of 74
- Language and Linguistics 197
- Developmental and Educational Psychology 156
- Experimental and Cognitive Psychology 122
- Education 120
- Sociology and Political Science 94
Countries citing papers authored by Marguerite P. Ford
This map shows the geographic impact of Marguerite P. Ford'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 Marguerite P. Ford with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Marguerite P. Ford more than expected).
Fields of papers citing papers by Marguerite P. Ford
This network shows the impact of papers produced by Marguerite P. Ford. 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 Marguerite P. Ford. The network helps show where Marguerite P. Ford may publish in the future.
Co-authorship network of co-authors of Marguerite P. Ford
This figure shows the co-authorship network connecting the top 25 collaborators of Marguerite P. Ford. A scholar is included among the top collaborators of Marguerite P. Ford 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 Marguerite P. Ford. Marguerite P. Ford is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 1 | |
| 2 | 11 | |
| 3 | Proceedings of the CTB/McGraw-Hill Conference on Ordinal Scales of Cognitive Development | 1 |
| 4 | Measurement and Piaget | 275 |
| 5 | 2 | |
| 6 | 12 | |
| 7 | 29 | |
| 8 | AN EXPLORATORY STUDY OF THE RELATIONSHIP OF AUDITORY-VISUAL AND TACTUAL-VISUAL INTEGRATION TO INTELLIGENCE AND READING ACHIEVEMENT. | 1 |
| 9 | 272 |
About Marguerite P. Ford
Marguerite P. Ford is a scholar working on Experimental and Cognitive Psychology, Developmental and Educational Psychology and Language and Linguistics, having authored 9 papers that have together received 604 indexed citations. Recurring topics across this work include Language, Metaphor, and Cognition (2 papers), Visual and Cognitive Learning Processes (1 paper) and Categorization, perception, and language (1 paper). The work is most often cited by research in Linguistics and Language (90 citations), Language and Linguistics (197 citations) and Developmental and Educational Psychology (156 citations). Marguerite P. Ford has collaborated with scholars based in United States. Frequent co-authors include Rebecca M. Brown, Donald P. Green and Frank B. Murray. Their work appears in journals such as American Educational Research Journal, Journal of School Psychology and Perceptual and Motor Skills.
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.