Perla B. Gámez

763 total citations
28 papers, 472 citations indexed

About

Perla B. Gámez is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Education. According to data from OpenAlex, Perla B. Gámez has authored 28 papers receiving a total of 472 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Developmental and Educational Psychology, 10 papers in Cognitive Neuroscience and 7 papers in Education. Recurrent topics in Perla B. Gámez's work include Language Development and Disorders (22 papers), Reading and Literacy Development (17 papers) and Neurobiology of Language and Bilingualism (8 papers). Perla B. Gámez is often cited by papers focused on Language Development and Disorders (22 papers), Reading and Literacy Development (17 papers) and Neurobiology of Language and Bilingualism (8 papers). Perla B. Gámez collaborates with scholars based in United States. Perla B. Gámez's co-authors include Priya Mariana Shimpi, Nonie K. Lesaux, Marina Vasilyeva, Janellen Huttenlocher, Marina J. Vasilyeva, Susan C. Levine, Heidi Waterfall, Denise Davidson, Edmond P. Bowers and Sabina Rak Neugebauer and has published in prestigious journals such as Child Development, Developmental Psychology and Journal of Experimental Child Psychology.

In The Last Decade

Perla B. Gámez

25 papers receiving 456 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Perla B. Gámez United States 14 391 196 124 115 76 28 472
Ewa Haman Poland 14 373 1.0× 150 0.8× 59 0.5× 73 0.6× 84 1.1× 48 467
Ruth Huntley Bahr United States 14 364 0.9× 96 0.5× 223 1.8× 79 0.7× 46 0.6× 29 488
Megan Gross United States 11 362 0.9× 232 1.2× 43 0.3× 47 0.4× 75 1.0× 20 420
Marielle H. Messer Netherlands 5 312 0.8× 209 1.1× 62 0.5× 39 0.3× 39 0.5× 6 377
Elena Tribushinina Netherlands 11 248 0.6× 100 0.5× 99 0.8× 109 0.9× 30 0.4× 45 357
Tessel Boerma Netherlands 12 456 1.2× 255 1.3× 48 0.4× 31 0.3× 53 0.7× 31 529
Vicky Chondrogianni United Kingdom 16 592 1.5× 355 1.8× 33 0.3× 132 1.1× 167 2.2× 47 685
Milijana Buac United States 10 301 0.8× 162 0.8× 35 0.3× 35 0.3× 50 0.7× 14 336
Élisabeth Demont France 9 337 0.9× 189 1.0× 108 0.9× 44 0.4× 47 0.6× 28 418
Susan Goldin‐Meadow United States 3 256 0.7× 100 0.5× 33 0.3× 99 0.9× 40 0.5× 7 326

Countries citing papers authored by Perla B. Gámez

Since Specialization
Citations

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

Fields of papers citing papers by Perla B. Gámez

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Perla B. Gámez. 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 Perla B. Gámez. The network helps show where Perla B. Gámez may publish in the future.

Co-authorship network of co-authors of Perla B. Gámez

This figure shows the co-authorship network connecting the top 25 collaborators of Perla B. Gámez. A scholar is included among the top collaborators of Perla B. Gámez 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 Perla B. Gámez. Perla B. Gámez 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.
Gámez, Perla B., et al.. (2025). Gesture Production Selectively Predicts Language Outcomes in Spanish-English Bilingual Children. Child Development. 96(4). 1443–1457.
2.
Gámez, Perla B., et al.. (2025). Latino caregivers’ culture-specific reasons and enacted language practices for raising bilingual children. Applied Developmental Science. 1–17.
3.
Gámez, Perla B., et al.. (2023). Child-level factors associated with Spanish–English bilingual toddlers’ productive vocabulary growth.. Developmental Psychology. 60(1). 144–158. 1 indexed citations
4.
Gámez, Perla B., et al.. (2022). Latino toddlers’ bilingual output and their caregivers’ bilingual input and acculturation. Infant Behavior and Development. 70. 101804–101804. 2 indexed citations
5.
Gámez, Perla B., et al.. (2022). Spanish‐English bilingual toddlers’ vocabulary skills: The role of caregiver language input and warmth. Developmental Science. 26(2). e13308–e13308. 8 indexed citations
6.
Gámez, Perla B., et al.. (2020). Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion. International Journal of Bilingual Education and Bilingualism. 25(5). 1665–1680. 2 indexed citations
7.
Davidson, Denise, et al.. (2019). Assessment of personal narrative writing in children with and without Autism Spectrum Disorder. Research in autism spectrum disorders. 69. 101453–101453. 13 indexed citations
8.
Gámez, Perla B., et al.. (2018). Dual Language and English-Only Learners’ Expressive and Receptive Language Skills and Exposure to Peers’ Language. Child Development. 90(2). 471–479. 25 indexed citations
9.
Gámez, Perla B., et al.. (2017). Linguistic and social cues for vocabulary learning in Dual Language Learners and their English-only peers. Early Childhood Research Quarterly. 40. 25–37. 20 indexed citations
10.
Gámez, Perla B., et al.. (2017). A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers. International Journal of Bilingualism. 23(1). 329–348. 12 indexed citations
11.
Gámez, Perla B., et al.. (2016). Shared Book Reading and English Learners’ Narrative Production and Comprehension. Reading Research Quarterly. 52(3). 275–290. 20 indexed citations
12.
Gámez, Perla B. & Priya Mariana Shimpi. (2015). Structural priming in Spanish as evidence of implicit learning. Journal of Child Language. 43(1). 207–233. 11 indexed citations
13.
Gámez, Perla B., et al.. (2015). Narrative production skills of language minority learners and their English-only classmates in early adolescence. Applied Psycholinguistics. 37(4). 933–961. 12 indexed citations
14.
Gámez, Perla B. & Marina Vasilyeva. (2015). Exploring interactions between semantic and syntactic processes: The role of animacy in syntactic priming. Journal of Experimental Child Psychology. 138. 15–30. 20 indexed citations
15.
Gámez, Perla B. & Nonie K. Lesaux. (2015). Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment.. Developmental Psychology. 51(4). 447–458. 14 indexed citations
16.
Gámez, Perla B. & Marina Vasilyeva. (2014). Increasing Second Language Learners’ Production and Comprehension of Developmentally Advanced Syntactic Forms. Language Learning and Development. 11(2). 128–151. 12 indexed citations
17.
Gámez, Perla B. & Nonie K. Lesaux. (2012). The Relation Between Exposure to Sophisticated and Complex Language and Early-Adolescent English-Only and Language Minority Learners’ Vocabulary. Child Development. 83(4). 1316–1331. 22 indexed citations
18.
Gámez, Perla B.. (2009). Academic oral language development in Spanish -speaking English Language Learners: The effect of teacher talk. 1 indexed citations
19.
Gámez, Perla B., Priya Mariana Shimpi, Heidi Waterfall, & Janellen Huttenlocher. (2008). Priming a perspective in Spanish monolingual children: The use of syntactic alternatives. Journal of Child Language. 36(2). 269–290. 18 indexed citations
20.
Shimpi, Priya Mariana, Perla B. Gámez, Janellen Huttenlocher, & Marina J. Vasilyeva. (2007). Syntactic priming in 3- and 4-year-old children: Evidence for abstract representations of transitive and dative forms.. Developmental Psychology. 43(6). 1334–1346. 85 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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