Michèle Venet

431 total citations
24 papers, 291 citations indexed

About

Michèle Venet is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Michèle Venet has authored 24 papers receiving a total of 291 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 10 papers in Developmental and Educational Psychology and 5 papers in Social Psychology. Recurrent topics in Michèle Venet's work include Educational and Psychological Assessments (4 papers), Child and Animal Learning Development (4 papers) and Bayesian Modeling and Causal Inference (3 papers). Michèle Venet is often cited by papers focused on Educational and Psychological Assessments (4 papers), Child and Animal Learning Development (4 papers) and Bayesian Modeling and Causal Inference (3 papers). Michèle Venet collaborates with scholars based in Canada, United States and Colombia. Michèle Venet's co-authors include Henry Markovits, Nicole Malfait, France Capuano, Marie‐France Morin, Jean‐François Bureau, Denis Alamargot, Catherine Gosselin, Marc Bigras, Sylvie Normandeau and Karine Dubois‐Comtois and has published in prestigious journals such as SHILAP Revista de lepidopterología, Child Development and Frontiers in Psychology.

In The Last Decade

Michèle Venet

20 papers receiving 261 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Michèle Venet Canada 9 151 94 70 50 43 24 291
Isabel Gómez Veiga Spain 11 217 1.4× 145 1.5× 40 0.6× 12 0.2× 88 2.0× 29 399
Juan Antonio García Madruga Spain 10 118 0.8× 136 1.4× 49 0.7× 23 0.5× 11 0.3× 54 281
Walter C. Sá United States 4 97 0.6× 102 1.1× 33 0.5× 67 1.3× 8 0.2× 4 260
Anna Kun United States 7 152 1.0× 93 1.0× 23 0.3× 63 1.3× 30 0.7× 8 372
Emmanuel Sander France 11 106 0.7× 149 1.6× 29 0.4× 5 0.1× 138 3.2× 40 309
Caren A. Frosch United Kingdom 10 86 0.6× 25 0.3× 62 0.9× 94 1.9× 11 0.3× 20 221
Teresa DeBacker Roedel United States 6 173 1.1× 117 1.2× 28 0.4× 13 0.3× 9 0.2× 6 328
Qin Zhao United States 10 125 0.8× 73 0.8× 27 0.4× 8 0.2× 3 0.1× 26 299
Annette Kujawski Taylor United States 9 153 1.0× 198 2.1× 12 0.2× 4 0.1× 11 0.3× 13 389
Paul A. Winterhoff United States 5 155 1.0× 154 1.6× 16 0.2× 3 0.1× 14 0.3× 5 285

Countries citing papers authored by Michèle Venet

Since Specialization
Citations

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

Fields of papers citing papers by Michèle Venet

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Michèle Venet

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

All Works

20 of 20 papers shown
1.
Venet, Michèle, Jean‐François Bureau, Karine Dubois‐Comtois, Catherine Gosselin, & France Capuano. (2023). L’évaluation représentationnelle des modèles opérationnels internes de la relation d’attachement à l’âge préscolaire. Revue de psychoéducation. 35(1). 121–140.
2.
Morin, Marie‐France, et al.. (2019). Differences in Attitudes Toward Reading: A Survey of Pupils in Grades 5 to 8. Frontiers in Psychology. 9. 2773–2773. 31 indexed citations
3.
4.
Venet, Michèle, et al.. (2017). La zone proximale de développement : une zone de changements intérieurs pour les étudiantes du baccalauréat en adaptation scolaire et sociale?1. Nouveaux cahiers de la recherche en éducation. 19(1). 88–110.
5.
Venet, Michèle, et al.. (2016). Pédagogie universitaire et accompagnement dans la zone proximale de développement des enseignants et enseignantes en formation initiale et continue. Nouveaux cahiers de la recherche en éducation. 19(1). 1–1. 3 indexed citations
6.
Venet, Michèle, et al.. (2016). Relación actitudes-conocimientos sobre diversidad sexual en una muestra universitaria colombiana. Magis Revista Internacional de Investigación en Educación. 8(17). 135–135. 5 indexed citations
7.
Venet, Michèle, et al.. (2015). La relation entre les connaissances et les attitudes concernant la diversité sexuelle chez les futurs enseignants au Québec. Revue des sciences de l éducation. 41(2). 277–300. 2 indexed citations
8.
Venet, Michèle, et al.. (2014). El concepto de zona de desarrollo próximo: un instrumento psicológico para mejorar su propia práctica pedagógica. LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas). 10(17). 7–15. 3 indexed citations
9.
Venet, Michèle, Marc Bigras, & France Capuano. (2013). De l’utilité du dépistage cognitif et socio-affectif à l’âge préscolaire. Nouveaux cahiers de la recherche en éducation. 9(2). 123–133. 1 indexed citations
10.
Venet, Michèle, et al.. (2012). Principals Facing Inclusive Schooling or Integration. Canadian Journal of Education / Revue canadienne de l éducation. 35(1). 217–238. 21 indexed citations
11.
12.
Venet, Michèle, et al.. (2007). Le développement de l’imagination selon Piaget et Vygotsky : d’un acte spontané à une activité consciente. Revue des sciences de l éducation. 33(1). 5–24. 8 indexed citations
13.
Venet, Michèle, et al.. (2006). Intervention auprès de l’élève à risque : approchesmultiples et différenciées. Érudit (Université de Montréal). 9(2). 119–119. 1 indexed citations
14.
Venet, Michèle, Marc Bigras, & Sylvie Normandeau. (2002). Les qualités psychométriques du PSA-A.. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement. 34(3). 163–167. 7 indexed citations
15.
Venet, Michèle & Henry Markovits. (2001). Understanding Uncertainty withAbstract Conditional Premises. Merrill-palmer Quarterly. 47(1). 4. 1 indexed citations
16.
Venet, Michèle & Henry Markovits. (2001). Understanding Uncertainty with Abstract Conditional Premises. Merrill-Palmer Quarterly. 47(1). 74–99. 25 indexed citations
17.
Markovits, Henry, et al.. (1998). The Development of Conditional Reasoning and the Structure of Semantic Memory. Child Development. 69(3). 742–755. 53 indexed citations
18.
Markovits, Henry, et al.. (1998). The Development of Conditional Reasoning and the Structure of Semantic Memory. Child Development. 69(3). 742–742. 9 indexed citations
19.
Markovits, Henry, et al.. (1996). Reasoning in Young Children: Fantasy and Information Retrieval. Child Development. 67(6). 2857–2857. 34 indexed citations
20.
Markovits, Henry, et al.. (1996). Reasoning in Young Children: Fantasy and Information Retrieval. Child Development. 67(6). 2857–2872. 50 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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