Naymé Salas
- Developmental and Educational Psychology top 2%
- Education top 5%
- Cognitive Neuroscience top 10%
- Statistics and Probability top 5%
- Language and Linguistics top 10%
- Co-authors
- Markéta CaravolasArne LervågMarína MikulajováMiroslava Nováková SchöffelováGabriela MálkováPetroula MousikouSylvia DefiorCharles Hulme
- Topics
- Writing and Handwriting Education (11 papers)Reading and Literacy Development (11 papers)EFL/ESL Teaching and Learning (5 papers)
- Partner nations
- SpainUnited KingdomPortugal
In The Last Decade
Naymé Salas
15 papers receiving 472 citations
Hit Papers
Peers
Comparison fields: 5 of 39
- Developmental and Educational Psychology 431
- Education 277
- Cognitive Neuroscience 119
- Statistics and Probability 117
- Language and Linguistics 40
Countries citing papers authored by Naymé Salas
This map shows the geographic impact of Naymé Salas'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 Naymé Salas with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Naymé Salas more than expected).
Fields of papers citing papers by Naymé Salas
This network shows the impact of papers produced by Naymé Salas. 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 Naymé Salas. The network helps show where Naymé Salas may publish in the future.
Co-authorship network of co-authors of Naymé Salas
This figure shows the co-authorship network connecting the top 25 collaborators of Naymé Salas. A scholar is included among the top collaborators of Naymé Salas 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 Naymé Salas. Naymé Salas is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 0 | |
| 2 | 3 | |
| 3 | 5 | |
| 4 | 4 | |
| 5 | 1 | |
| 6 | 6 | |
| 7 | The cognitive profile and text-based traits of struggling writers | 1 |
| 8 | 1 | |
| 9 | 3 | |
| 10 | 6 | |
| 11 | 21 | |
| 12 | 9 | |
| 13 | 40 | |
| 14 | 2 | |
| 15 | 5 | |
| 16 | Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographiesbreakdown → | 369 |
| 17 | 11 |
About Naymé Salas
Naymé Salas is a scholar working on Developmental and Educational Psychology, Neuropsychology and Physiological Psychology and Education, having authored 17 papers that have together received 487 indexed citations. Recurring topics across this work include Writing and Handwriting Education (11 papers), Reading and Literacy Development (11 papers) and EFL/ESL Teaching and Learning (5 papers). The work is most often cited by research in Developmental and Educational Psychology (431 citations), Statistics and Probability (117 citations) and Education (277 citations). Naymé Salas has collaborated with scholars based in Spain, United Kingdom and Portugal. Frequent co-authors include Markéta Caravolas, Arne Lervåg, Marína Mikulajová, Miroslava Nováková Schöffelová, Gabriela Málková, Petroula Mousikou, Sylvia Defior, Charles Hulme, Aurora Bel and Melina Aparici. Their work appears in journals such as PLoS ONE, Psychological Science and Frontiers in Psychology.
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.