Ruth Stavy

3.0k total citations
57 papers, 2.2k citations indexed

About

Ruth Stavy is a scholar working on Education, Developmental and Educational Psychology and Statistics and Probability. According to data from OpenAlex, Ruth Stavy has authored 57 papers receiving a total of 2.2k indexed citations (citations by other indexed papers that have themselves been cited), including 36 papers in Education, 22 papers in Developmental and Educational Psychology and 17 papers in Statistics and Probability. Recurrent topics in Ruth Stavy's work include Science Education and Pedagogy (30 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Visual and Cognitive Learning Processes (11 papers). Ruth Stavy is often cited by papers focused on Science Education and Pedagogy (30 papers), Cognitive and developmental aspects of mathematical skills (13 papers) and Visual and Cognitive Learning Processes (11 papers). Ruth Stavy collaborates with scholars based in Israel, United States and United Kingdom. Ruth Stavy's co-authors include Gili Marbach‐Ad, Dina Tirosh, Reuven Babai, Magda Osman, Giyoo Hatano, Robert S. Siegler, D. Dean Richards, Kayoko Inagaki, Pinchas Tamir and Shmuel Cohen and has published in prestigious journals such as Brain Research, Psychonomic Bulletin & Review and Journal of Research in Science Teaching.

In The Last Decade

Ruth Stavy

57 papers receiving 1.9k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ruth Stavy Israel 29 1.6k 1.0k 402 358 311 57 2.2k
Michael Shayer United Kingdom 30 1.6k 1.0× 1.3k 1.3× 145 0.4× 671 1.9× 363 1.2× 72 2.6k
Malcolm Wells United States 4 2.2k 1.4× 1.0k 1.0× 130 0.3× 247 0.7× 70 0.2× 7 2.7k
G. Michael Bowen Canada 22 956 0.6× 576 0.6× 178 0.4× 175 0.5× 136 0.4× 48 1.5k
Ibrahim A. Halloun United States 11 1.9k 1.2× 948 0.9× 170 0.4× 243 0.7× 74 0.2× 20 2.2k
Grady Venville Australia 25 1.9k 1.2× 1.1k 1.1× 291 0.7× 138 0.4× 41 0.1× 86 2.4k
Andrée Tiberghien France 19 1.8k 1.1× 1.0k 1.0× 333 0.8× 186 0.5× 37 0.1× 79 2.3k
David Fortus Israel 21 1.9k 1.2× 1.1k 1.0× 359 0.9× 402 1.1× 43 0.1× 50 2.5k
J. Ronald Gentile United States 12 773 0.5× 414 0.4× 153 0.4× 95 0.3× 86 0.3× 46 1.4k
Christina V. Schwarz United States 23 2.2k 1.4× 1.5k 1.4× 243 0.6× 124 0.3× 88 0.3× 44 2.7k
Patrice Potvin Canada 19 1.0k 0.6× 731 0.7× 268 0.7× 415 1.2× 57 0.2× 71 1.7k

Countries citing papers authored by Ruth Stavy

Since Specialization
Citations

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

Fields of papers citing papers by Ruth Stavy

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Ruth Stavy

This figure shows the co-authorship network connecting the top 25 collaborators of Ruth Stavy. A scholar is included among the top collaborators of Ruth Stavy 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 Ruth Stavy. Ruth Stavy 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.
Babai, Reuven, et al.. (2020). Intuitive Interference in Geometry: An Eye‐Tracking Study. Mind Brain and Education. 14(2). 155–166. 4 indexed citations
2.
Allaire‐Duquette, Geneviève, Reuven Babai, & Ruth Stavy. (2018). Interventions aimed at overcoming intuitive interference: insights from brain-imaging and behavioral studies. Cognitive Processing. 20(1). 1–9. 6 indexed citations
3.
4.
Babai, Reuven, et al.. (2011). PREACTIVATION OF INHIBITORY CONTROL MECHANISMS HINDERS INTUITIVE REASONING. International Journal of Science and Mathematics Education. 10(4). 763–775. 28 indexed citations
5.
Stavy, Ruth & Reuven Babai. (2010). Overcoming intuitive interference in mathematics: insights from behavioral, brain imaging and intervention studies. ZDM. 42(6). 621–633. 45 indexed citations
6.
Babai, Reuven, et al.. (2009). THE EFFECT OF INTERVENTION ON ACCURACY OF STUDENTS’ RESPONSES AND REACTION TIMES TO GEOMETRY PROBLEMS. International Journal of Science and Mathematics Education. 8(1). 185–201. 15 indexed citations
7.
Marbach‐Ad, Gili, et al.. (2007). Using computer animation and illustration activities to improve high school students' achievement in molecular genetics. Journal of Research in Science Teaching. 45(3). 273–292. 99 indexed citations
8.
Osman, Magda & Ruth Stavy. (2006). Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children’s intuitive reasoning. Psychonomic Bulletin & Review. 13(6). 935–953. 46 indexed citations
9.
Stavy, Ruth, Vinod Goel, Hugo Critchley, & Raymond J. Dolan. (2006). Intuitive interference in quantitative reasoning. Brain Research. 1073-1074. 383–388. 34 indexed citations
10.
Marbach‐Ad, Gili, et al.. (2006). Effect of bead and illustrations models on high school students' achievement in molecular genetics. Journal of Research in Science Teaching. 43(5). 500–529. 65 indexed citations
11.
Marbach‐Ad, Gili & Ruth Stavy. (2000). Students' cellular and molecular explanations of genetic phenomena. Journal of Biological Education. 34(4). 200–205. 169 indexed citations
12.
Tamir, Pinchas, et al.. (1998). Teaching science by inquiry: assessment and learning. Journal of Biological Education. 33(1). 27–32. 34 indexed citations
13.
Tirosh, Dina, et al.. (1998). Is it possible to confine the application of the intuitive rule: ‘Subdivision processes can always be repeated'?. International Journal of Mathematical Education in Science and Technology. 29(6). 813–825. 2 indexed citations
14.
Stavy, Ruth, et al.. (1993). How to make the learning of photosynthesis more relevant. International Journal of Science Education. 15(2). 117–125. 20 indexed citations
15.
Stavy, Ruth & Dina Tirosh. (1993). Subdivision processes in mathematics and science. Journal of Research in Science Teaching. 30(6). 579–586. 5 indexed citations
16.
Stavy, Ruth. (1992). Material Cycles in Nature. A New Approach to Teaching Photosynthesis in Junior High School. The American Biology Teacher. 54(6). 339–342. 12 indexed citations
17.
Stavy, Ruth & Dina Tirosh. (1992). Overgeneralization in mathematics and science: the effect of external similarity. International Journal of Mathematical Education in Science and Technology. 23(2). 239–248. 7 indexed citations
18.
Stavy, Ruth, et al.. (1989). Children’s Conceptions of Plants as Living Things. Human Development. 32(2). 88–94. 83 indexed citations
19.
Stavy, Ruth, et al.. (1987). How students aged 13‐15 understand photosynthesis. International Journal of Science Education. 9(1). 105–115. 90 indexed citations
20.
Stavy, Ruth, et al.. (1985). Children's conception of changes in the state of matter: From solid to liquid.. 53(206). 331–344. 17 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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