Monica Hill

617 total citations
12 papers, 419 citations indexed

About

Monica Hill is a scholar working on Language and Linguistics, Developmental and Educational Psychology and Artificial Intelligence. According to data from OpenAlex, Monica Hill has authored 12 papers receiving a total of 419 indexed citations (citations by other indexed papers that have themselves been cited), including 4 papers in Language and Linguistics, 4 papers in Developmental and Educational Psychology and 2 papers in Artificial Intelligence. Recurrent topics in Monica Hill's work include Second Language Acquisition and Learning (4 papers), Lexicography and Language Studies (3 papers) and EFL/ESL Teaching and Learning (2 papers). Monica Hill is often cited by papers focused on Second Language Acquisition and Learning (4 papers), Lexicography and Language Studies (3 papers) and EFL/ESL Teaching and Learning (2 papers). Monica Hill collaborates with scholars based in United States, Canada and Israel. Monica Hill's co-authors include Batia Laufer, ML Kent, Sophie St‐Hilaire, Peter R. Lane, Carl S. Ribble, Daniel J. Hogan, Patricia L. Sand, Nicholas F. Taylor, Elaine K. Horwitz and John Trent and has published in prestigious journals such as Occupational and Environmental Medicine, Diseases of Aquatic Organisms and Contact Dermatitis.

In The Last Decade

Monica Hill

10 papers receiving 327 citations

Peers

Monica Hill

DEP

LL

AI

LLT

CR

Alan Taylor United States

Laura Collins Canada

Reza Norouzian United States

John Hinds United States

Alex Boulton France

David L. Cooper United States

Jennifer Yusun Kang United States

Yoshiko Mori United States

Sachiko Yasuda Japan

Daniel Robertson United Kingdom

Alan Taylor United States

Monica Hill

142 ×0.5

DEP

99 ×0.4

LL

29 ×0.2

AI

25 ×0.6

LLT

0 ×0.0

CR

Citations per year, relative to Monica Hill Monica Hill (= 1×) peers Alan Taylor

Countries citing papers authored by Monica Hill

Since Specialization

Citations

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

Fields of papers citing papers by Monica Hill

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Monica Hill

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

All Works

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12 of 12 papers shown

1.

Hill, Monica, et al.. (2006). Mental Practice and Motor Learning of a Functional Motor Task in Older Adults: A Pilot Study. Physical & Occupational Therapy In Geriatrics. 24(3). 63–80.

2.

Hill, Monica, et al.. (2006). Mental Practice and Motor Learning of a Functional Motor Task in Older Adults: A Pilot Study. Physical & Occupational Therapy In Geriatrics. 24(3). 63–80. 6 indexed citations

3.

Hill, Monica. (2005). Harsh Words: English Words for Chinese Learners. Project Muse (Johns Hopkins University). 3 indexed citations

4.

Horwitz, Elaine K., et al.. (2004). Case studies of language learners as a tool for helping teachers understand the experience of language learning. 2 indexed citations

5.

Hill, Monica & Batia Laufer. (2003). Type of task, time-on-task and electronic dictionaries in incidental vocabulary acquisition. IRAL - International Review of Applied Linguistics in Language Teaching. 41(2). 93 indexed citations

6.

Laufer, Batia & Monica Hill. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention?. Language learning & technology. 3(2). 58–76. 214 indexed citations

7.

Hill, Monica. (1999). English Vocabulary Learning by Chinese Students: How Can Phonology Help?.. 1 indexed citations

8.

Hill, Monica. (1998). English Vocabulary for Chinese Learners: Words in Your Ear.. Occupational and Environmental Medicine. 77(10). 735–735. 2 indexed citations

9.

St‐Hilaire, Sophie, et al.. (1997). A comparative study of muscle texture and intensity of Kudoa thyrsites infection in farm-reared Atlantic salmon Salmo salar on the Pacific coast of Canada. Diseases of Aquatic Organisms. 31. 221–225. 44 indexed citations

10.

Hill, Monica. (1994). A Word in Your Ear: To What Extent Does Hearing a New Word Help Learners To Remember It?.. 6 indexed citations

11.

Hogan, Daniel J., Monica Hill, & Peter R. Lane. (1988). Results of routine patch testing of 542 patients in Saskatoon, Canada. Contact Dermatitis. 19(2). 120–124. 26 indexed citations

12.

Sand, Patricia L., et al.. (1974). Hand function in children with myelomeningocele.. PubMed. 28(2). 87–90. 22 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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