Raquel Cerdán

851 total citations
33 papers, 605 citations indexed

About

Raquel Cerdán is a scholar working on Developmental and Educational Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Raquel Cerdán has authored 33 papers receiving a total of 605 indexed citations (citations by other indexed papers that have themselves been cited), including 28 papers in Developmental and Educational Psychology, 18 papers in Education and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Raquel Cerdán's work include Educational Strategies and Epistemologies (23 papers), Innovative Teaching and Learning Methods (18 papers) and Reading and Literacy Development (10 papers). Raquel Cerdán is often cited by papers focused on Educational Strategies and Epistemologies (23 papers), Innovative Teaching and Learning Methods (18 papers) and Reading and Literacy Development (10 papers). Raquel Cerdán collaborates with scholars based in Spain, France and Germany. Raquel Cerdán's co-authors include Eduardo Vidal‐Abarca, Ramiro Gilabert, Laura Gil, Tomás Martínez, Ladislao Salmerón, Johannes Naumann, Jean‐François Rouet, Ana Isabel García Pérez, Jimmie Leppink and Anastasiya A. Lipnevich and has published in prestigious journals such as Journal of Educational Psychology, Frontiers in Psychology and Learning and Instruction.

In The Last Decade

Raquel Cerdán

31 papers receiving 572 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Raquel Cerdán Spain 13 489 331 85 74 43 33 605
Ramiro Gilabert Spain 11 394 0.8× 241 0.7× 75 0.9× 79 1.1× 36 0.8× 22 494
José Otero Spain 10 392 0.8× 333 1.0× 87 1.0× 113 1.5× 37 0.9× 30 595
Tomás Martínez Spain 11 305 0.6× 234 0.7× 40 0.5× 43 0.6× 41 1.0× 27 400
Li‐Jen Kuo United States 12 313 0.6× 286 0.9× 50 0.6× 34 0.5× 71 1.7× 21 510
Marit S. Samuelstuen Norway 12 654 1.3× 467 1.4× 124 1.5× 34 0.5× 43 1.0× 16 761
Kathryn S. McCarthy United States 13 291 0.6× 187 0.6× 52 0.6× 173 2.3× 44 1.0× 46 508
Gregory J. Schraw 5 328 0.7× 291 0.9× 82 1.0× 26 0.4× 20 0.5× 5 462
Michael Wiedmann Germany 9 225 0.5× 243 0.7× 50 0.6× 70 0.9× 49 1.1× 12 410
Marie Stevenson Australia 11 571 1.2× 454 1.4× 29 0.3× 105 1.4× 58 1.3× 22 961
Gülcan Erçetin Türkiye 16 613 1.3× 203 0.6× 161 1.9× 107 1.4× 111 2.6× 29 846

Countries citing papers authored by Raquel Cerdán

Since Specialization
Citations

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

Fields of papers citing papers by Raquel Cerdán

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Raquel Cerdán

This figure shows the co-authorship network connecting the top 25 collaborators of Raquel Cerdán. A scholar is included among the top collaborators of Raquel Cerdán 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 Raquel Cerdán. Raquel Cerdán 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.
Cantero, Maŕıa José, et al.. (2024). Channelling feedback through audiovisual presentations: Do higher education students perceive, use and benefit from video feedback compared to written feedback?. Journal of Computer Assisted Learning. 40(4). 1886–1897. 9 indexed citations
2.
Lipnevich, Anastasiya A., et al.. (2024). Examining pre-service teachers’ feedback on low- and high-quality written assignments. Educational Assessment Evaluation and Accountability. 36(2). 225–256. 10 indexed citations
3.
Pérez-Salas, Claudia, et al.. (2022). Leer en contextos de distracción: el rol de la inhibición y el establecimiento de objetivos en la comprensión de textos académicos digitales. Íkala Revista de Lenguaje y Cultura. 27(1). 66–83. 2 indexed citations
4.
Cerdán, Raquel, et al.. (2021). Delaying elaborated feedback within computer‐based learning environments: The role of summative and question‐based feedback. Journal of Computer Assisted Learning. 37(4). 1015–1029. 9 indexed citations
5.
Potocki, Anna, et al.. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders' purposeful reading. Journal of Research in Reading. 44(4). 837–858. 11 indexed citations
6.
Vidal‐Abarca, Eduardo, et al.. (2020). Effects of timing of formative feedback in computer‐assisted learning environments. Journal of Computer Assisted Learning. 36(5). 718–728. 10 indexed citations
7.
Salmerón, Ladislao, Raquel Cerdán, & Johannes Naumann. (2020). How adolescents navigate Wikipedia to answer questions. Pedocs (German Institute for International Educational Research).
8.
Cerdán, Raquel & Marı́a del Carmen Marı́n. (2019). The Role of General and Selective Task Instructions on Students’ Processing of Multiple Conflicting Documents. Frontiers in Psychology. 10. 1958–1958. 3 indexed citations
9.
10.
Cerdán, Raquel, et al.. (2018). Exploring fourth graders’ sourcing skills / Un análisis de la capacidad de escrutinio sobre las fuentes de información de los estudiantes de cuarto grado. Journal for the Study of Education and Development Infancia y Aprendizaje. 41(3). 536–580. 12 indexed citations
11.
Salmerón, Ladislao, Raquel Cerdán, & Johannes Naumann. (2015). How adolescents navigate Wikipedia to answer questions / ¿Cómo navegan los adolescentes en Wikipedia para contestar preguntas?. Journal for the Study of Education and Development Infancia y Aprendizaje. 38(2). 435–471. 20 indexed citations
12.
13.
Cerdán, Raquel, et al.. (2014). Adaptive formative feedback to improve strategic search decisions in task‐oriented reading. Journal of Computer Assisted Learning. 30(3). 233–251. 14 indexed citations
14.
Vidal‐Abarca, Eduardo, Ramiro Gilabert, Antonio Ferrer, et al.. (2014). TuinLEC, an intelligent tutoring system to improve reading literacy skills / TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 25–56. 23 indexed citations
15.
Ferrer, Antonio, et al.. (2013). TuinLEC, un tutor inteligente para mejorar la competencia lectora. Journal for the Study of Education and Development Infancia y Aprendizaje. 37(1). 40–56. 5 indexed citations
16.
Cerdán, Raquel, Ramiro Gilabert, & Eduardo Vidal‐Abarca. (2013). Self-Generated Explanations on the Question Demands are not Always Helpful. The Spanish Journal of Psychology. 16. E26–E26. 9 indexed citations
17.
Vidal‐Abarca, Eduardo & Raquel Cerdán. (2013). Read&Answer: An application to study task-oriented reading situations . Information Design Journal. 20(1). 70–78. 5 indexed citations
18.
Vidal‐Abarca, Eduardo, Tomás Martínez, Ladislao Salmerón, et al.. (2010). Recording online processes in task-oriented reading with Read&Answer. Behavior Research Methods. 43(1). 179–192. 46 indexed citations
19.
Vidal‐Abarca, Eduardo, et al.. (2009). Papel de los procesos metacognitivos en una tarea de pregunta-respuesta contextos escritos. Journal for the Study of Education and Development Infancia y Aprendizaje. 32(4). 553–565. 22 indexed citations
20.
Cerdán, Raquel. (2005). Integration information processes form multiple documents. TDX (Tesis Doctorals en Xarxa). 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.

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