Philip S. Dale

22.0k total citations · 4 hit papers
226 papers, 14.5k citations indexed

About

Philip S. Dale is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Philip S. Dale has authored 226 papers receiving a total of 14.5k indexed citations (citations by other indexed papers that have themselves been cited), including 149 papers in Developmental and Educational Psychology, 63 papers in Education and 59 papers in Experimental and Cognitive Psychology. Recurrent topics in Philip S. Dale's work include Language Development and Disorders (109 papers), Reading and Literacy Development (97 papers) and Cognitive Abilities and Testing (45 papers). Philip S. Dale is often cited by papers focused on Language Development and Disorders (109 papers), Reading and Literacy Development (97 papers) and Cognitive Abilities and Testing (45 papers). Philip S. Dale collaborates with scholars based in United States, United Kingdom and Denmark. Philip S. Dale's co-authors include Robert Plomin, Larry Fenson, J. Steven Reznick, Elizabeth Bates, Donna Thal, Catherine Crain-Thoreson, Yulia Kovas, Nicole Harlaar, Joan Stiles and Carolyn Β. Mervis and has published in prestigious journals such as Proceedings of the National Academy of Sciences, Journal of Personality and Social Psychology and SHILAP Revista de lepidopterología.

In The Last Decade

Philip S. Dale

216 papers receiving 13.5k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Variability in Early Communicative Development

1994 2.0k citations Philip S. Dale, Donna Thal et al. Monographs of the Society for Research in Child Development profile →
Variability in early communicative development.

1994 715 citations Philip S. Dale, Donna Thal et al. profile →
Short-form versions of the MacArthur Communicative Development Inventories

2000 512 citations Philip S. Dale et al. Applied Psycholinguistics profile →
True grit and genetics: Predicting academic achievement from personality.

2016 277 citations Kaili Rimfeld, Yulia Kovas et al. Journal of Personality and Social Psychology profile →

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Philip S. Dale United States	60	9.6k	3.6k	2.8k	2.7k	2.6k	226	14.5k
Claire Hughes United Kingdom	65	6.2k 0.6×	3.5k 1.0×	4.5k 1.6×	1.7k 0.6×	4.8k 1.9×	201	13.6k
Elena L. Grigorenko United States	56	3.4k 0.4×	2.4k 0.7×	2.2k 0.8×	2.4k 0.9×	1.4k 0.5×	354	10.5k
Stephanie M. Carlson United States	48	6.4k 0.7×	4.4k 1.2×	3.9k 1.4×	2.4k 0.9×	4.6k 1.8×	105	13.6k
John C. DeFries United States	62	6.1k 0.6×	2.5k 0.7×	3.6k 1.3×	2.8k 1.0×	2.0k 0.7×	163	13.0k
Margot Prior Australia	61	3.5k 0.4×	2.7k 0.7×	4.5k 1.6×	930 0.3×	5.3k 2.0×	179	11.0k
Anne Fernald United States	45	9.6k 1.0×	1.9k 0.5×	3.7k 1.3×	3.5k 1.3×	1.8k 0.7×	97	13.6k
Philip David Zelazo United States	75	8.1k 0.8×	4.8k 1.4×	7.4k 2.6×	4.7k 1.8×	6.3k 2.4×	206	20.3k
David J. Francis United States	68	10.8k 1.1×	5.4k 1.5×	2.8k 1.0×	879 0.3×	1.4k 0.5×	261	15.9k
Gina Conti‐Ramsden United Kingdom	55	7.8k 0.8×	1.4k 0.4×	3.8k 1.3×	425 0.2×	2.7k 1.0×	181	9.4k
Elizabeth Bates United States	74	14.0k 1.5×	1.6k 0.4×	9.1k 3.2×	3.3k 1.2×	1.6k 0.6×	236	21.0k

Countries citing papers authored by Philip S. Dale

Since Specialization

Citations

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

Fields of papers citing papers by Philip S. Dale

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Philip S. Dale. 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 Philip S. Dale. The network helps show where Philip S. Dale may publish in the future.

Co-authorship network of co-authors of Philip S. Dale

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

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Verhoef, Ellen, Fenja Schlag, Philip S. Dale, et al.. (2025). Developing language in a developing body: genetic associations of infant gross motor behaviour and self‐care/symbolic actions with emerging language abilities. Journal of Child Psychology and Psychiatry. 67(1). 41–54.

Dale, Philip S., et al.. (2024). Exploring the sense of smell in shared digital book reading: An experiment. International Journal of Educational Research Open. 8. 100430–100430. 2 indexed citations

Marchman, Virginia A. & Philip S. Dale. (2023). The MacArthur-Bates Communicative Development Inventories: updates from the CDI Advisory Board. Frontiers in Psychology. 14. 1170303–1170303. 18 indexed citations

Sparks, Richard L. & Philip S. Dale. (2023). The prediction from MLAT to L2 achievement is largely due to MLAT assessment of underlying L1 abilities. Studies in Second Language Acquisition. 45(5). 1345–1369. 5 indexed citations

Sparks, Richard L. & Philip S. Dale. (2023). Quantifying the uniqueness and efficiency of the MLAT relative to L1 attainment as a predictor of L2 achievement: A conceptual replication. Applied Psycholinguistics. 44(6). 1143–1160.

Sparks, Richard L., Philip S. Dale, & Jon Patton. (2023). Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners. Modern Language Journal. 107(2). 479–508. 4 indexed citations

Toseeb, Umar, Olakunle Oginni, & Philip S. Dale. (2021). Developmental Language Disorder and Psychopathology: Disentangling Shared Genetic and Environmental Influences. Journal of Learning Disabilities. 55(3). 185–199. 16 indexed citations

Rimfeld, Kaili, Margherita Malanchini, Andrea G. Allegrini, et al.. (2021). The winding roads to adulthood: A twin study. SHILAP Revista de lepidopterología. 1(4). e12053–e12053. 8 indexed citations

Stumm, Sophie von, Kaili Rimfeld, Philip S. Dale, & Robert Plomin. (2020). Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance. Child Development. 91(3). 705–714. 23 indexed citations

10.

Stumm, Sophie von, Emily Smith‐Woolley, Rosa Cheesman, et al.. (2020). School quality ratings are weak predictors of students’ achievement and well‐being. Journal of Child Psychology and Psychiatry. 62(3). 339–348. 13 indexed citations

11.

Stumm, Sophie von, Emily Smith‐Woolley, Ziada Ayorech, et al.. (2019). Predicting educational achievement from genomic measures and socioeconomic status. Developmental Science. 23(3). e12925–e12925. 89 indexed citations

12.

Rimfeld, Kaili, Margherita Malanchini, Eva Krapohl, et al.. (2018). The stability of educational achievement across school years is largely explained by genetic factors. npj Science of Learning. 3(1). 16–16. 75 indexed citations

13.

Bleses, Dorthe, Anders Højen, Philip S. Dale, et al.. (2017). Effective language and literacy instruction: Evaluating the importance of scripting and group size components. Early Childhood Research Quarterly. 42. 256–269. 30 indexed citations

14.

Rimfeld, Kaili, Yulia Kovas, Philip S. Dale, & Robert Plomin. (2016). True grit and genetics: Predicting academic achievement from personality.. Journal of Personality and Social Psychology. 111(5). 780–789. 277 indexed citations breakdown →

15.

Shakeshaft, Nicholas G., Maciej Trzaskowski, Andrew McMillan, et al.. (2013). Strong Genetic Influence on a UK Nationwide Test of Educational Achievement at the End of Compulsory Education at Age 16. PLoS ONE. 8(12). e80341–e80341. 71 indexed citations

16.

Hanscombe, Ken B., Maciej Trzaskowski, Claire M. A. Haworth, et al.. (2012). Socioeconomic status (SES) and children's intelligence (IQ) : in a UK-representative sample SES moderates the environmental, not genetic, effect on IQ. Warwick Research Archive Portal (University of Warwick). 2 indexed citations

17.

Kovas, Yulia, Claire M. A. Haworth, Philip S. Dale, & Robert Plomin. (2007). I. INTRODUCTION. Monographs of the Society for Research in Child Development. 72(3). 1–13. 233 indexed citations

18.

Price, Thomas S., Philip S. Dale, & Robert Plomin. (2004). A Longitudinal Genetic Analysis of Low Verbal and Nonverbal Cognitive Abilities in Early Childhood. Twin Research. 7(2). 139–148. 12 indexed citations

19.

Dale, Philip S., et al.. (1996). Assessment of communication and language. 93 indexed citations

20.

Dale, Philip S.. (1980). Desarrollo del lenguaje : un enfoque psicolingüístico. 11 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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