Sarah Pierce

834 total citations
27 papers, 563 citations indexed

About

Sarah Pierce is a scholar working on Education, Clinical Psychology and Public Health, Environmental and Occupational Health. According to data from OpenAlex, Sarah Pierce has authored 27 papers receiving a total of 563 indexed citations (citations by other indexed papers that have themselves been cited), including 12 papers in Education, 7 papers in Clinical Psychology and 5 papers in Public Health, Environmental and Occupational Health. Recurrent topics in Sarah Pierce's work include Early Childhood Education and Development (9 papers), Parental Involvement in Education (6 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Sarah Pierce is often cited by papers focused on Early Childhood Education and Development (9 papers), Parental Involvement in Education (6 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Sarah Pierce collaborates with scholars based in United States and United Kingdom. Sarah Pierce's co-authors include Diane C. Burts, Saigeetha Jambunathan, Georgianna Tuuri, James P. Geaghan, Michael Zanovec, Garrett Lange, Andrew Devitt, Christopher D. Gregory, William Shingler and Ceri Oldreive and has published in prestigious journals such as SHILAP Revista de lepidopterología, The FASEB Journal and Developmental Psychology.

In The Last Decade

Sarah Pierce

26 papers receiving 510 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Sarah Pierce United States 12 157 154 113 81 73 27 563
Janet Lees United Kingdom 12 79 0.5× 130 0.8× 42 0.4× 108 1.3× 125 1.7× 20 558
Monique Malmberg Netherlands 10 275 1.8× 37 0.2× 87 0.8× 27 0.3× 55 0.8× 11 687
Yasuo Miyazaki United States 16 268 1.7× 37 0.2× 132 1.2× 69 0.9× 188 2.6× 46 722
Elizabeth Weir United Kingdom 13 272 1.7× 58 0.4× 93 0.8× 31 0.4× 391 5.4× 21 877
Ling Sun China 12 165 1.1× 19 0.1× 85 0.8× 35 0.4× 71 1.0× 25 478
Pascal Mallet France 10 155 1.0× 55 0.4× 114 1.0× 43 0.5× 12 0.2× 34 424
A. S. Edwards Australia 10 499 3.2× 65 0.4× 127 1.1× 60 0.7× 36 0.5× 26 764
Jane Gillespie United Kingdom 5 126 0.8× 246 1.6× 93 0.8× 5 0.1× 8 0.1× 6 468
Kofi Marfo United States 19 532 3.4× 56 0.4× 308 2.7× 185 2.3× 93 1.3× 64 998
Sharon B. Gurwitz United States 8 104 0.7× 50 0.3× 123 1.1× 79 1.0× 62 0.8× 10 575

Countries citing papers authored by Sarah Pierce

Since Specialization
Citations

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

Fields of papers citing papers by Sarah Pierce

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Sarah Pierce

This figure shows the co-authorship network connecting the top 25 collaborators of Sarah Pierce. A scholar is included among the top collaborators of Sarah Pierce 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 Sarah Pierce. Sarah Pierce 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.
Pierce, Sarah, et al.. (2023). Determination of Concentration of Food Dyes in Powdered Drink Mixes. SHILAP Revista de lepidopterología. 1 indexed citations
2.
Pierce, Sarah, et al.. (2021). Teaching statistics to non-specialists: challenges and strategies for success. Journal of Further and Higher Education. 46(1). 46–61. 12 indexed citations
3.
Pierce, Sarah, et al.. (2021). Associations between sensory processing and electrophysiological and neurochemical measures in children with ASD: an EEG-MRS study. Journal of Neurodevelopmental Disorders. 13(1). 5–5. 27 indexed citations
4.
DiCarlo, Cynthia F., et al.. (2012). Using structured choice to increase child engagement in low-preference centres. Early Child Development and Care. 183(1). 109–124. 7 indexed citations
5.
DiCarlo, Cynthia F., et al.. (2012). Whole-Group Instruction Practices and Children's Attention: A Preliminary Report. Journal of Research in Childhood Education. 26(2). 154–168. 7 indexed citations
6.
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8.
Geaghan, James P., et al.. (2010). Repeated taste exposure increases liking for vegetables by low-income elementary school children. Appetite. 55(2). 226–231. 146 indexed citations
9.
Pierce, Sarah, et al.. (2005). Barriers to the implementation of continuity-of-care practices in child care centers. Early Childhood Research Quarterly. 20(3). 329–344. 10 indexed citations
10.
Reichle, Joe, et al.. (2004). Teaching an individual with severe intellectual delay to request assistance conditionally. Educational Psychology. 25(2-3). 275–286. 18 indexed citations
11.
Devitt, Andrew, Sarah Pierce, Ceri Oldreive, William Shingler, & Christopher D. Gregory. (2003). CD14-dependent clearance of apoptotic cells by human macrophages: the role of phosphatidylserine. Cell Death and Differentiation. 10(3). 371–382. 74 indexed citations
12.
Garrison, M. E. Betsy, et al.. (2002). The Family Daily Hassles Inventory: A Preliminary Investigation of Reliability and Validity. Family and Consumer Sciences Research Journal. 31(2). 135–154. 9 indexed citations
13.
Burts, Diane C., et al.. (1999). Observed Stress Behaviors of 1st-Grade Children Participating in More and Less Developmentally Appropriate Activities in a Computer-Based Literacy Laboratory. Journal of Research in Childhood Education. 14(1). 36–46. 8 indexed citations
14.
Jambunathan, Saigeetha, Diane C. Burts, & Sarah Pierce. (1999). Developmentally Appropriate Practices As Predictors of Self-competence Among Preschoolers. Journal of Research in Childhood Education. 13(2). 167–174. 29 indexed citations
15.
Pierce, Sarah, et al.. (1998). The Importance of Program Providers in Predicting Adolescent Mother-Child Interactions in a Center-Based Intervention.. Analytica Chimica Acta. 702(1). 16–36. 1 indexed citations
16.
Pierce, Sarah, et al.. (1998). Examining Proximal Processes in Young Children's Home Environments: A Preliminary Report. Family and Consumer Sciences Research Journal. 27(1). 3–34. 8 indexed citations
17.
Pierce, Sarah & Garrett Lange. (1996). The Experiential Facilitation of Memory Development in the Home Environment. The Journal of Genetic Psychology. 157(3). 331–347. 2 indexed citations
18.
Pierce, Sarah. (1995). Learning Disabilities and Early Intervention: A Review of Theory, Research, and Policy.. Child study journal. 25(4). 1 indexed citations
19.
Pierce, Sarah & Garrett Lange. (1993). Instructing Young Children in the Use of Memorizing Strategies: Effects at Study and Recall. The Journal of General Psychology. 120(4). 473–487. 2 indexed citations
20.
Lange, Garrett & Sarah Pierce. (1992). Memory-strategy learning and maintenance in preschool children.. Developmental Psychology. 28(3). 453–462. 3 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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