Countries citing papers authored by Mark Schittekatte
Since
Specialization
Citations
This map shows the geographic impact of Mark Schittekatte'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 Mark Schittekatte with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Mark Schittekatte more than expected).
Fields of papers citing papers by Mark Schittekatte
This network shows the impact of papers produced by Mark Schittekatte. 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 Mark Schittekatte. The network helps show where Mark Schittekatte may publish in the future.
Co-authorship network of co-authors of Mark Schittekatte
This figure shows the co-authorship network connecting the top 25 collaborators of Mark Schittekatte.
A scholar is included among the top collaborators of Mark Schittekatte 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 Mark Schittekatte. Mark Schittekatte is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Schittekatte, Mark, et al.. (2010). CELF-4-NL: Clinical Evaluation of Language Fundamentals. Ghent University Academic Bibliography (Ghent University).29 indexed citations
6.
Schittekatte, Mark, et al.. (2009). Book of abstracts of the 10th European Conference on Psychological Assessment.. Ghent University Academic Bibliography (Ghent University).1 indexed citations
7.
Desoete, Annemie, et al.. (2008). De CELF-4-NL : een opvolger voor de TvK?. Ghent University Academic Bibliography (Ghent University). 65. 4–16.1 indexed citations
8.
Andries, Caroline, et al.. (2007). De TEA-Ch: een meerwaarde voor de klinische praktijk? Klinische bevindingen bij kinderen met ADHD. Ghent University Academic Bibliography (Ghent University). 16(1). 4–23.1 indexed citations
9.
Schittekatte, Mark, et al.. (2006). Validation and standardization of the test of every day attention for children in Flanders and the Netherlands. Ghent University Academic Bibliography (Ghent University).1 indexed citations
10.
Holen, Frank Van, et al.. (2006). Het gebruik van psychodiagnostisch instrumentarium in de voorzieningen Bijzondere Jeugdbijstand : bevindingen en bedenkingen bij een rondvraag. Ghent University Academic Bibliography (Ghent University).1 indexed citations
11.
Schittekatte, Mark, et al.. (2005). Dyslexie Screening Test (DST-NL). Handleiding. Geadapteerd van: A.J. Fawcett & R.I. Nicolson. Ghent University Academic Bibliography (Ghent University).9 indexed citations
Schittekatte, Mark, et al.. (2002). Handleiding WISC-IIINL. Ghent University Academic Bibliography (Ghent University).4 indexed citations
14.
Bleichrodt, N., et al.. (2002). Nederlandse bewerking van de Wechsler Intelligence Scale for Children III (WISC-III). Test en handleiding..25 indexed citations
15.
Schittekatte, Mark, et al.. (1999). Adolescenten, 15 jaar later. Ghent University Academic Bibliography (Ghent University).1 indexed citations
Schittekatte, Mark, et al.. (1994). Conflict experience and opposition in the transition from adolescence into young adulthood. 53(4). 220–228.2 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.