Ruthann C. Thomas

1.5k total citations
16 papers, 1.1k citations indexed

About

Ruthann C. Thomas is a scholar working on Cognitive Neuroscience, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Ruthann C. Thomas has authored 16 papers receiving a total of 1.1k indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Cognitive Neuroscience, 8 papers in Developmental and Educational Psychology and 7 papers in Experimental and Cognitive Psychology. Recurrent topics in Ruthann C. Thomas's work include Memory Processes and Influences (8 papers), Neural and Behavioral Psychology Studies (5 papers) and Visual and Cognitive Learning Processes (4 papers). Ruthann C. Thomas is often cited by papers focused on Memory Processes and Influences (8 papers), Neural and Behavioral Psychology Studies (5 papers) and Visual and Cognitive Learning Processes (4 papers). Ruthann C. Thomas collaborates with scholars based in United States and Canada. Ruthann C. Thomas's co-authors include Lynn Hasher, Mark A. McDaniel, Sara Mayfield, Gilles O. Einstein, Jennifer E. Breneiser, Karen L. Campbell, Larry L. Jacoby, Katherine A. Rawson, Henry L. Roediger and Pooja K. Agarwal and has published in prestigious journals such as Psychological Science, Journal of Experimental Psychology General and Journal of Experimental Psychology Learning Memory and Cognition.

In The Last Decade

Ruthann C. Thomas

16 papers receiving 1.1k citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Ruthann C. Thomas United States 13 723 581 283 247 141 16 1.1k
Ruth M. Ford United Kingdom 17 317 0.4× 223 0.4× 256 0.9× 134 0.5× 222 1.6× 35 719
Patrick Lemaire France 22 619 0.9× 458 0.8× 588 2.1× 60 0.2× 406 2.9× 67 1.4k
Mark Daniel United States 9 167 0.2× 302 0.5× 161 0.6× 94 0.4× 37 0.3× 12 613
Gordon E. Taub United States 13 108 0.1× 413 0.7× 343 1.2× 91 0.4× 161 1.1× 29 793
James H. Smith‐Spark United Kingdom 15 438 0.6× 208 0.4× 470 1.7× 193 0.8× 70 0.5× 42 846
Carlos J. Gómez‐Ariza Spain 19 936 1.3× 366 0.6× 335 1.2× 75 0.3× 54 0.4× 63 1.2k
Pedro B. Albuquerque Portugal 14 457 0.6× 225 0.4× 135 0.5× 59 0.2× 18 0.1× 98 699
David E. Copeland United States 17 567 0.8× 367 0.6× 420 1.5× 21 0.1× 42 0.3× 30 999
Monika Knopf Germany 19 531 0.7× 203 0.3× 494 1.7× 89 0.4× 145 1.0× 94 1.2k
Beth A. O’Brien Singapore 19 526 0.7× 90 0.2× 636 2.2× 60 0.2× 283 2.0× 59 1.2k

Countries citing papers authored by Ruthann C. Thomas

Since Specialization
Citations

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

Fields of papers citing papers by Ruthann C. Thomas

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ruthann C. Thomas. 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 Ruthann C. Thomas. The network helps show where Ruthann C. Thomas may publish in the future.

Co-authorship network of co-authors of Ruthann C. Thomas

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

All Works

16 of 16 papers shown
1.
Thomas, Ruthann C., et al.. (2024). A Mixed-Methods Research Design to Advance Inclusive and Equitable Teaching. Innovative Higher Education. 49(6). 1105–1125. 2 indexed citations
2.
Thomas, Ruthann C., et al.. (2018). Testing encourages transfer between factual and application questions in an online learning environment.. Journal of Applied Research in Memory and Cognition. 7(2). 252–260. 22 indexed citations
3.
Finn, Bridgid, Ruthann C. Thomas, & Katherine A. Rawson. (2017). Learning more from feedback: Elaborating feedback with examples enhances concept learning. Learning and Instruction. 54. 104–113. 41 indexed citations
4.
Thomas, Ruthann C., Bridgid Finn, & Larry L. Jacoby. (2015). Prior experience shapes metacognitive judgments at the category level: the role of testing and category difficulty. Metacognition and Learning. 11(3). 257–274. 11 indexed citations
5.
Rawson, Katherine A., Ruthann C. Thomas, & Larry L. Jacoby. (2014). The Power of Examples: Illustrative Examples Enhance Conceptual Learning of Declarative Concepts. Educational Psychology Review. 27(3). 483–504. 61 indexed citations
6.
McDaniel, Mark A., Ruthann C. Thomas, Pooja K. Agarwal, Kathleen B. McDermott, & Henry L. Roediger. (2013). Quizzing in Middle‐School Science: Successful Transfer Performance on Classroom Exams. Applied Cognitive Psychology. 27(3). 360–372. 132 indexed citations
7.
Thomas, Ruthann C. & Mark A. McDaniel. (2012). Testing and feedback effects on front-end control over later retrieval.. Journal of Experimental Psychology Learning Memory and Cognition. 39(2). 437–450. 24 indexed citations
8.
Thomas, Ruthann C. & Larry L. Jacoby. (2012). Diminishing adult egocentrism when estimating what others know.. Journal of Experimental Psychology Learning Memory and Cognition. 39(2). 473–486. 17 indexed citations
9.
Agarwal, Pooja K., Mark A. McDaniel, Ruthann C. Thomas, Kathleen B. McDermott, & Henry L. Roediger. (2011). Quizzing Promotes Deeper Acquisition in Middle School Science: Transfer of Quizzed Content to Summative Exams.. Society for Research on Educational Effectiveness. 5 indexed citations
10.
Thomas, Ruthann C. & Lynn Hasher. (2011). Reflections of distraction in memory: Transfer of previous distraction improves recall in younger and older adults.. Journal of Experimental Psychology Learning Memory and Cognition. 38(1). 30–39. 26 indexed citations
11.
Biss, Renée K., Lynn Hasher, & Ruthann C. Thomas. (2010). Positive mood is associated with the implicit use of distraction. Motivation and Emotion. 34(1). 73–77. 31 indexed citations
12.
Anderson, Benjamin A., Larry L. Jacoby, Ruthann C. Thomas, & David A. Balota. (2010). The effects of age and divided attention on spontaneous recognition. Memory & Cognition. 39(4). 725–735. 26 indexed citations
13.
Campbell, Karen L., Lynn Hasher, & Ruthann C. Thomas. (2010). Hyper-Binding. Psychological Science. 21(3). 399–405. 133 indexed citations
14.
Thomas, Ruthann C. & Lynn Hasher. (2006). The influence of emotional valence on age differences in early processing and memory.. Psychology and Aging. 21(4). 821–825. 117 indexed citations
15.
Einstein, Gilles O., et al.. (2005). Multiple Processes in Prospective Memory Retrieval: Factors Determining Monitoring Versus Spontaneous Retrieval.. Journal of Experimental Psychology General. 134(3). 327–342. 401 indexed citations
16.
Willingham, Daniel B., et al.. (1997). Response-to-stimulus interval does not affect implicit motor sequence learning, but does affect performance. Memory & Cognition. 25(4). 534–542. 63 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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