Meijke E. Kolkman

649 citations
6 papers · 473 indexed · h-index 6
Topics
Cognitive and developmental aspects of mathematical skills (6 papers)Reading and Literacy Development (5 papers)Mathematics Education and Teaching Techniques (5 papers)
Partner nations
Netherlands

In The Last Decade

Meijke E. Kolkman

6 papers receiving 457 citations

Peers

Meijke E. Kolkman
Comparison fields: 5 of 33
  • Statistics and Probability 414
  • Education 320
  • Developmental and Educational Psychology 287
  • Experimental and Cognitive Psychology 58
  • Cognitive Neuroscience 51
Replace Iro Xenidou‐Dervou with:
Iro Xenidou‐Dervou United Kingdom
Rickard Östergren Sweden
Kiran Vanbinst Belgium
Sarah Keeble United Kingdom
Jonna Salminen Finland
Paula Salmi Finland
Gavin Huntley‐Fenner United States
Sabrina Di Lonardo Burr Canada
Erik van Loosbroek Netherlands
Sylke W. M. Toll Netherlands
Meijke E. Kolkman relative to Iro Xenidou‐Dervou United Kingdom Iro Xenidou‐Dervou's profile →
Citations per field
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Iro Xenidou‐Dervou · 1×
Citations per year

Countries citing papers authored by Meijke E. Kolkman

Since Specialization
Citations

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

Fields of papers citing papers by Meijke E. Kolkman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Meijke E. Kolkman. 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 Meijke E. Kolkman. The network helps show where Meijke E. Kolkman may publish in the future.

Co-authorship network of co-authors of Meijke E. Kolkman

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

All Works

About Meijke E. Kolkman

Meijke E. Kolkman is a scholar working on Statistics and Probability, Developmental and Educational Psychology and Education, having authored 6 papers that have together received 473 indexed citations. Recurring topics across this work include Cognitive and developmental aspects of mathematical skills (6 papers), Reading and Literacy Development (5 papers) and Mathematics Education and Teaching Techniques (5 papers). The work is most often cited by research in Statistics and Probability (414 citations), Developmental and Educational Psychology (287 citations) and Education (320 citations). Meijke E. Kolkman has collaborated with scholars based in Netherlands. Frequent co-authors include Evelyn H. Kroesbergen, Paul Leseman, Herbert Hoijtink, Anton J.H. Boonen and Ilona Friso‐van den Bos. Their work appears in journals such as Learning and Instruction, Journal of School Psychology and Learning and Individual Differences.

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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