Medha Tare

1.1k total citations
21 papers, 640 citations indexed

About

Medha Tare is a scholar working on Developmental and Educational Psychology, Literature and Literary Theory and Language and Linguistics. According to data from OpenAlex, Medha Tare has authored 21 papers receiving a total of 640 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Developmental and Educational Psychology, 5 papers in Literature and Literary Theory and 5 papers in Language and Linguistics. Recurrent topics in Medha Tare's work include Reading and Literacy Development (5 papers), Child and Animal Learning Development (5 papers) and EFL/ESL Teaching and Learning (4 papers). Medha Tare is often cited by papers focused on Reading and Literacy Development (5 papers), Child and Animal Learning Development (5 papers) and EFL/ESL Teaching and Learning (4 papers). Medha Tare collaborates with scholars based in United States. Medha Tare's co-authors include Brandy N. Frazier, Judy Diamond, E. Margaret Evans, Susan A. Gelman, Cynthia Chiong, Patricia A. Ganea, Judy S. DeLoache, Scott Jackson, Meredith M. Hughes and Noah H. Silbert and has published in prestigious journals such as Journal of Educational Psychology, Journal of Research in Science Teaching and Science Education.

In The Last Decade

Medha Tare

21 papers receiving 605 citations

Peers

Medha Tare

DEP

EDUCA

Brandy N. Frazier United States

Jennifer L. Jipson United States

Caren M. Walker United States

Samuel Ronfard United States

Kathleen Kremer United States

Margery B. Franklin United States

Ayhan Aksu-Κοç Türkiye

Talbot J. Taylor United States

Göran Sonesson Sweden

Julia S. Falk United States

Brandy N. Frazier United States

Medha Tare

336 ×1.0

DEP

196 ×1.0

EDUCA

217 ×1.6

30 ×0.3

97 ×0.8

Citations per year, relative to Medha Tare Medha Tare (= 1×) peers Brandy N. Frazier

Countries citing papers authored by Medha Tare

Since Specialization

Citations

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

Fields of papers citing papers by Medha Tare

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Medha Tare

This figure shows the co-authorship network connecting the top 25 collaborators of Medha Tare. A scholar is included among the top collaborators of Medha Tare 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 Medha Tare. Medha Tare 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

Hughes, Meredith M., et al.. (2021). Self‐study in language learning: Relationships among time, activities, and learning outcomes. Foreign Language Annals. 54(2). 452–475. 4 indexed citations

Shell, Alison, et al.. (2020). Incorporating Research and Educator Voice in Edtech Design.. ICLS. 1 indexed citations

Tare, Medha, Alison Shell, & Scott Jackson. (2020). Student engagement with evidence-based supports for literacy on a digital platform. Journal of Research on Technology in Education. 54(2). 177–187. 4 indexed citations

Golonka, Ewa, et al.. (2017). Peer interaction in text chat: Qualitative analysis of chat transcripts. Language learning & technology. 21(2). 157–178. 8 indexed citations

Silbert, Noah H., Benjamin K. Smith, Scott Jackson, et al.. (2015). Non-native phonemic discrimination, phonological short term memory, and word learning. Journal of Phonetics. 50. 99–119. 23 indexed citations

Tare, Medha, et al.. (2014). Effects of interactive chat versus independent writing on L2 learning. Language learning & technology. 18(3). 208–227. 7 indexed citations

Chang, Charles B., et al.. (2014). Relationships of attitudes toward homework and time spent on homework to course outcomes: The case of foreign language learning.. Journal of Educational Psychology. 106(4). 1049–1065. 30 indexed citations

Tare, Medha, et al.. (2013). Aptitude-treatment interaction studies in second language acquisition. 273–292. 2 indexed citations

Linck, Jared A., Meredith M. Hughes, Susan G. Campbell, et al.. (2013). Hi‐LAB: A New Measure of Aptitude for High‐Level Language Proficiency. Language Learning. 63(3). 530–566. 148 indexed citations

10.

Spiegel, Amy, E. Margaret Evans, Brandy N. Frazier, et al.. (2012). Changing Museum Visitors’ Conceptions of Evolution. Evolution Education and Outreach. 5(1). 43–61. 40 indexed citations

11.

Tare, Medha & Susan A. Gelman. (2011). Bilingual parents' modeling of pragmatic language use in multiparty interactions. Applied Psycholinguistics. 32(4). 761–780. 20 indexed citations

12.

Tare, Medha, et al.. (2011). Explanatory parent–child conversation predominates at an evolution exhibit. Science Education. 95(4). 720–744. 63 indexed citations

13.

Tare, Medha & Susan A. Gelman. (2010). Can You Say It Another Way? Cognitive Factors in Bilingual Children's Pragmatic Language Skills. Journal of Cognition and Development. 11(2). 137–158. 29 indexed citations

14.

Tare, Medha, Cynthia Chiong, Patricia A. Ganea, & Judy S. DeLoache. (2010). Less is more: How manipulative features affect children's learning from picture books. Journal of Applied Developmental Psychology. 31(5). 395–400. 100 indexed citations

15.

Shatz, Marilyn, et al.. (2010). Acquiring Non-Object Terms: The Case for Time Words. Journal of Cognition and Development. 11(1). 16–36. 23 indexed citations

16.

Spiegel, Amy, et al.. (2010). A Conceptual Guide to Museum Visitors’ Understanding of Evolution. Insecta mundi. 3 indexed citations

17.

Tare, Medha & Susan A. Gelman. (2009). Determining that a label is kind-referring: factors that influence children's and adults' novel word extensions. Journal of Child Language. 37(5). 1007–1026. 9 indexed citations

18.

Evans, E. Margaret, Amy Spiegel, Wendy K. Gram, et al.. (2009). A conceptual guide to natural history museum visitors' understanding of evolution. Journal of Research in Science Teaching. 47(3). 326–353. 89 indexed citations

19.

Tare, Medha, et al.. (2008). Maternal uses of non-object terms in child-directed speech: Color, number and time. First Language. 28(1). 87–100. 32 indexed citations

20.

Tare, Medha. (2006). Assessing the Foreign Language Needs of the Department of Homeland Security. Journal of Homeland Security and Emergency Management. 3(1). 3 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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