Pam Marek

839 total citations
28 papers, 592 citations indexed

About

Pam Marek is a scholar working on Education, Developmental and Educational Psychology and General Psychology. According to data from OpenAlex, Pam Marek has authored 28 papers receiving a total of 592 indexed citations (citations by other indexed papers that have themselves been cited), including 14 papers in Education, 10 papers in Developmental and Educational Psychology and 6 papers in General Psychology. Recurrent topics in Pam Marek's work include Educational Strategies and Epistemologies (7 papers), Academic and Historical Perspectives in Psychology (6 papers) and Visual and Cognitive Learning Processes (3 papers). Pam Marek is often cited by papers focused on Educational Strategies and Epistemologies (7 papers), Academic and Historical Perspectives in Psychology (6 papers) and Visual and Cognitive Learning Processes (3 papers). Pam Marek collaborates with scholars based in United States. Pam Marek's co-authors include Andrew N. Christopher, Richard A. Griggs, Jason R. Jones, Jordan D. Troisi, Sherri L. Jackson, Bryan K. Saville, Suzanne C. Baker, Dana S. Dunn, Keith L. Zabel and Terrence D. Jorgensen and has published in prestigious journals such as Personality and Individual Differences, Journal of Applied Social Psychology and Journal of Economic Psychology.

In The Last Decade

Pam Marek

28 papers receiving 547 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Pam Marek United States 14 189 174 121 110 100 28 592
Terry Honess United Kingdom 10 255 1.3× 80 0.5× 270 2.2× 60 0.5× 25 0.3× 21 634
Eugenia Hanfmann United States 9 217 1.1× 96 0.6× 259 2.1× 90 0.8× 54 0.5× 20 722
Cyril J. Sadowski United States 12 185 1.0× 84 0.5× 119 1.0× 71 0.6× 28 0.3× 32 509
William E. Beane United States 6 135 0.7× 56 0.3× 60 0.5× 52 0.5× 42 0.4× 9 447
Linda A. Reed 4 196 1.0× 101 0.6× 141 1.2× 66 0.6× 22 0.2× 11 533
Oliver C. S. Tzeng United States 15 286 1.5× 60 0.3× 157 1.3× 53 0.5× 20 0.2× 53 666
Jean‐Luc Bernaud France 15 313 1.7× 233 1.3× 150 1.2× 33 0.3× 12 0.1× 66 851
Robert Smither United States 12 229 1.2× 80 0.5× 156 1.3× 28 0.3× 20 0.2× 21 567
Katherine J. Morris United States 7 200 1.1× 38 0.2× 328 2.7× 52 0.5× 138 1.4× 29 807
Christian M. End United States 14 119 0.6× 79 0.5× 508 4.2× 27 0.2× 65 0.7× 24 735

Countries citing papers authored by Pam Marek

Since Specialization
Citations

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

Fields of papers citing papers by Pam Marek

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Pam Marek

This figure shows the co-authorship network connecting the top 25 collaborators of Pam Marek. A scholar is included among the top collaborators of Pam Marek 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 Pam Marek. Pam Marek 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.
Jorgensen, Terrence D. & Pam Marek. (2013). Workshops Increase Students’ Proficiency at Identifying General and APA-Style Writing Errors*. Teaching of Psychology. 40(4). 294–299. 8 indexed citations
2.
Marek, Pam & Andrew N. Christopher. (2011). What Happened to the First “R”?: Students' Perceptions of the Role of Textbooks in Psychology Courses. Teaching of Psychology. 38(4). 237–242. 11 indexed citations
3.
Christopher, Andrew N. & Pam Marek. (2009). A Palatable Introduction to and Demonstration of Statistical Main Effects and Interactions. Teaching of Psychology. 36(2). 130–133. 6 indexed citations
4.
Christopher, Andrew N., et al.. (2009). Mediational effects of sensation seeking on the age and financial risk-taking relationship. Personality and Individual Differences. 47(8). 917–921. 13 indexed citations
5.
Troisi, Jordan D., Andrew N. Christopher, & Pam Marek. (2006). Materialism and Money Spending Disposition as Predictors of Economic and Personality Variables. North American journal of psychology. 8(3). 421. 66 indexed citations
6.
Christopher, Andrew N., et al.. (2005). Affluence Cues and Perceptions of Helping. North American journal of psychology. 7(2). 229. 2 indexed citations
7.
Marek, Pam, et al.. (2004). Using a "new classic" film to teach about stereotyping and prejudice.. Teaching of Psychology. 11 indexed citations
8.
Christopher, Andrew N., et al.. (2004). Materialism and Attitudes Toward Money: An Exploratory Investigation. 2(2). 44 indexed citations
9.
Christopher, Andrew N., et al.. (2004). Three Decades of Social Psychology: A Longitudinal Analysis of Baron and Byrne's Textbook. Teaching of Psychology. 31(1). 31–36. 14 indexed citations
10.
Christopher, Andrew N., et al.. (2004). Materialism and self-presentational styles. Personality and Individual Differences. 38(1). 137–149. 25 indexed citations
11.
Christopher, Andrew N., et al.. (2004). Affluence cues and first impressions: Does it matter how the affluence was acquired?. Journal of Economic Psychology. 26(2). 187–200. 20 indexed citations
12.
Christopher, Andrew N., et al.. (2003). The Protestant Work Ethic, Expectancy Violations, and Criminal Sentencing1. Journal of Applied Social Psychology. 33(3). 522–535. 12 indexed citations
13.
Christopher, Andrew N., Pam Marek, & Joann P. Benigno. (2003). Economic Psychology: Its Connections with Research-Oriented Courses. Teaching of Psychology. 30(3). 209–215. 1 indexed citations
14.
Marek, Pam, et al.. (2002). Applying Technology to Facilitate Poster Presentations. Teaching of Psychology. 29(1). 70–72. 8 indexed citations
15.
Marek, Pam & Richard A. Griggs. (2001). Useful Analyses for Selecting a Cognitive Psychology Textbook.. Teaching of Psychology. 28(1). 40–44. 4 indexed citations
16.
Marek, Pam, et al.. (2000). Reducing cognitive complexity in a hypothetico-deductive reasoning task. Thinking & Reasoning. 6(3). 253–265. 7 indexed citations
17.
Griggs, Richard A., Sherri L. Jackson, Andrew N. Christopher, & Pam Marek. (1999). Following Teaching of Psychology into Adulthood: Changes, Contributors, and Contents. Teaching of Psychology. 26(2). 84–88. 7 indexed citations
18.
Marek, Pam, Richard A. Griggs, & Andrew N. Christopher. (1999). Pedagogical Aids in Textbooks: Do College Students' Perceptions Justify Their Prevalence?. Teaching of Psychology. 26(1). 11–19. 44 indexed citations
19.
Griggs, Richard A., Sherri L. Jackson, Pam Marek, & Andrew N. Christopher. (1998). Critical Thinking in Introductory Psychology Texts and Supplements. Teaching of Psychology. 25(4). 254–266. 31 indexed citations
20.
Marek, Pam, Sherri L. Jackson, Richard A. Griggs, & Andrew N. Christopher. (1998). Supplementary Books on Critical Thinking. Teaching of Psychology. 25(4). 266–269. 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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