Peter G. Cole

528 total citations
20 papers, 334 citations indexed

About

Peter G. Cole is a scholar working on Developmental and Educational Psychology, Education and Statistics and Probability. According to data from OpenAlex, Peter G. Cole has authored 20 papers receiving a total of 334 indexed citations (citations by other indexed papers that have themselves been cited), including 11 papers in Developmental and Educational Psychology, 6 papers in Education and 6 papers in Statistics and Probability. Recurrent topics in Peter G. Cole's work include Reading and Literacy Development (7 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Educational and Psychological Assessments (5 papers). Peter G. Cole is often cited by papers focused on Reading and Literacy Development (7 papers), Cognitive and developmental aspects of mathematical skills (6 papers) and Educational and Psychological Assessments (5 papers). Peter G. Cole collaborates with scholars based in Australia, Slovakia and India. Peter G. Cole's co-authors include Lorna K. S. Chan and Chris Forlin and has published in prestigious journals such as TESOL Quarterly, Journal for Research in Mathematics Education and The Journal of Special Education.

In The Last Decade

Peter G. Cole

20 papers receiving 279 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Peter G. Cole Australia 9 194 156 79 66 42 20 334
Carmen Arreaga‐Mayer United States 11 308 1.6× 232 1.5× 55 0.7× 63 1.0× 52 1.2× 14 420
Marilyn Goodwin United States 6 235 1.2× 175 1.1× 125 1.6× 105 1.6× 58 1.4× 9 362
Vicki E. Snider United States 13 258 1.3× 195 1.3× 75 0.9× 54 0.8× 33 0.8× 20 413
Sheila R. Alber United States 13 298 1.5× 200 1.3× 86 1.1× 53 0.8× 64 1.5× 27 413
Dennis R. Knapczyk United States 11 198 1.0× 202 1.3× 80 1.0× 53 0.8× 49 1.2× 42 370
Caryl H. Hitchcock United States 7 252 1.3× 156 1.0× 125 1.6× 68 1.0× 54 1.3× 10 420
Gary L. Adams United States 7 191 1.0× 191 1.2× 49 0.6× 31 0.5× 47 1.1× 15 341
Kathleen M. McCoy United States 8 267 1.4× 161 1.0× 199 2.5× 111 1.7× 58 1.4× 22 404
Diane Kinder United States 10 244 1.3× 220 1.4× 42 0.5× 55 0.8× 39 0.9× 12 393
Nicole Pyle United States 11 262 1.4× 190 1.2× 51 0.6× 69 1.0× 61 1.5× 18 386

Countries citing papers authored by Peter G. Cole

Since Specialization
Citations

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

Fields of papers citing papers by Peter G. Cole

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Peter G. Cole. 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 Peter G. Cole. The network helps show where Peter G. Cole may publish in the future.

Co-authorship network of co-authors of Peter G. Cole

This figure shows the co-authorship network connecting the top 25 collaborators of Peter G. Cole. A scholar is included among the top collaborators of Peter G. Cole 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 Peter G. Cole. Peter G. Cole 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.
Cole, Peter G., et al.. (2004). A videotaped self‐modelling and self‐monitoring treatment program to decrease off‐task behaviour in children with autism. Journal of Intellectual & Developmental Disability. 29(1). 3–16. 69 indexed citations
2.
Cole, Peter G.. (1999). The structure of arguments used to support or oppose inclusion policies for students with disabilities. Journal of Intellectual & Developmental Disability. 24(3). 215–225. 15 indexed citations
3.
Cole, Peter G., et al.. (1998). The Effects of Verbal Mediation Training on the Problem‐Solving Skills of Children with Partial Sight and Children without Visual Impairments. International Journal of Disability Development and Education. 45(4). 411–422. 7 indexed citations
4.
Cole, Peter G.. (1997). Developmental Versus Difference Approaches to Mend Retardation: A Theoretical Extension to the Present Debate. American Journal on Mental Retardation. 102(4). 379–379. 2 indexed citations
5.
Cole, Peter G., et al.. (1997). Figural problem-solving processes of children with intellectual disabilities: Interrogative strategies and solution time rates. Journal of Intellectual & Developmental Disability. 22(1). 49–61. 2 indexed citations
6.
Cole, Peter G. & Lorna K. S. Chan. (1994). Teaching Principles and Practice. Medical Entomology and Zoology. 71 indexed citations
7.
8.
Forlin, Chris & Peter G. Cole. (1994). Attributions of the social acceptance and integration of children with mild intellectual disability. Australia and New Zealand Journal of Developmental Disabilities. 19(1). 11–23. 18 indexed citations
9.
Cole, Peter G.. (1993). A Critical Analysis of Siegel's Case for Revision of the Learning Disability Construct. International Journal of Disability Development and Education. 40(1). 5–22. 3 indexed citations
10.
Cole, Peter G. & Lorna K. S. Chan. (1991). Methods and Strategies for Special Education. Medical Entomology and Zoology. 30 indexed citations
11.
Chan, Lorna K. S., et al.. (1990). Effects of Instruction in the Use of a Visual-Imagery Strategy on the Reading-Comprehension Competence of Disabled and Average Readers. Learning Disability Quarterly. 13(1). 2–11. 23 indexed citations
12.
Cole, Peter G., et al.. (1990). Effects of Gifted Labels and Competency Factors on Regular Class Students’ Estimates of the Academic and Social Competence of a Male Student. International Journal of Disability Development and Education. 37(3). 235–244. 2 indexed citations
13.
Cole, Peter G., et al.. (1989). Perceived Competence of Juvenile Delinquents and Nondelinquents. The Journal of Special Education. 23(3). 294–302. 23 indexed citations
14.
Chan, Lorna K. S., et al.. (1988). Effect of Cognitive Entry Behavior, Mastery Level, and Information about Criterion on Third Graders' Mastery of Number Concepts. Journal for Research in Mathematics Education. 19(5). 439–448. 2 indexed citations
15.
Chan, Lorna K. S., et al.. (1988). Effect of Cognitive Entry Behavior, Mastery Level, and Information about Criterion on Third Graders' Mastery of Number Concepts. Journal for Research in Mathematics Education. 19(5). 439–439. 1 indexed citations
16.
Chan, Lorna K. S., et al.. (1987). Comprehension Monitoring: Detection and Identification of Text Inconsistencies by LD and Normal Students. Learning Disability Quarterly. 10(2). 114–124. 18 indexed citations
17.
Cole, Peter G., et al.. (1987). An Aptitude-Treatment Interaction in a Mastery Learning Model of Instruction. The Journal of Experimental Education. 55(4). 189–200. 4 indexed citations
18.
Chan, Lorna K. S. & Peter G. Cole. (1986). The Effects of Comprehension Monitoring Training on the Reading Competence of Learning Disabled and Regular Class Students. Remedial and Special Education. 7(4). 33–40. 39 indexed citations
19.
20.
Cole, Peter G.. (1970). An Adaptation of Group Dynamics Techniques to Foreign Language Teaching. TESOL Quarterly. 4(4). 353–353. 2 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.

Explore authors with similar magnitude of impact

Breakdown of academic impact, for papers by Carmen Arreaga‐Mayer Breakdown of academic impact, for papers by Marilyn Goodwin Breakdown of academic impact, for papers by Vicki E. Snider Breakdown of academic impact, for papers by Sheila R. Alber Breakdown of academic impact, for papers by Dennis R. Knapczyk Breakdown of academic impact, for papers by Caryl H. Hitchcock Breakdown of academic impact, for papers by Gary L. Adams Breakdown of academic impact, for papers by Kathleen M. McCoy Breakdown of academic impact, for papers by Diane Kinder Breakdown of academic impact, for papers by Nicole Pyle
Rankless by CCL
2026