Shlomo Kaniel

588 total citations
29 papers, 368 citations indexed

About

Shlomo Kaniel is a scholar working on Developmental and Educational Psychology, Experimental and Cognitive Psychology and Education. According to data from OpenAlex, Shlomo Kaniel has authored 29 papers receiving a total of 368 indexed citations (citations by other indexed papers that have themselves been cited), including 13 papers in Developmental and Educational Psychology, 7 papers in Experimental and Cognitive Psychology and 7 papers in Education. Recurrent topics in Shlomo Kaniel's work include Educational and Psychological Assessments (7 papers), Innovative Teaching and Learning Methods (5 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Shlomo Kaniel is often cited by papers focused on Educational and Psychological Assessments (7 papers), Innovative Teaching and Learning Methods (5 papers) and Child and Adolescent Psychosocial and Emotional Development (4 papers). Shlomo Kaniel collaborates with scholars based in Israel, United States and South Africa. Shlomo Kaniel's co-authors include David Tzuriel, Reuven Feuerstein, H. Carl Haywood, Yaacov Rand, Mervyn Skuy, Mogens R. Jensen, Moshe Halbertal, Sima Zach, Lawrence Susskind and S. Tyano and has published in prestigious journals such as Journal of Child Psychology and Psychiatry, Journal of Autism and Developmental Disorders and Learning and Instruction.

In The Last Decade

Shlomo Kaniel

27 papers receiving 324 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Shlomo Kaniel Israel	10	179	147	98	87	77	29	368
Leonie J. Vreeke Netherlands	7	136 0.8×	115 0.8×	85 0.9×	75 0.9×	124 1.6×	10	332
Glenda Fredman United Kingdom	10	173 1.0×	232 1.6×	56 0.6×	114 1.3×	33 0.4×	21	436
Wayne C. Piersel United States	13	236 1.3×	226 1.5×	62 0.6×	135 1.6×	42 0.5×	40	449
Sandra Schmiedeler Germany	12	84 0.5×	158 1.1×	63 0.6×	155 1.8×	110 1.4×	22	373
Sharon A. Raver United States	11	121 0.7×	208 1.4×	105 1.1×	150 1.7×	27 0.4×	44	379
Daniel Olympia United States	11	317 1.8×	129 0.9×	64 0.7×	194 2.2×	58 0.8×	14	466
Michael P. Sobol Canada	12	127 0.7×	81 0.6×	84 0.9×	40 0.5×	101 1.3×	18	378
Michael J. Vance United States	5	315 1.8×	146 1.0×	130 1.3×	213 2.4×	63 0.8×	5	492
Lynn Meltzer United States	12	124 0.7×	233 1.6×	55 0.6×	253 2.9×	71 0.9×	29	518
Maximilian B. Bibok Canada	5	266 1.5×	187 1.3×	78 0.8×	248 2.9×	45 0.6×	6	502

Countries citing papers authored by Shlomo Kaniel

Since Specialization

Citations

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

Fields of papers citing papers by Shlomo Kaniel

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Shlomo Kaniel

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

All Works

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20 of 20 papers shown

Kaniel, Shlomo, et al.. (2012). Optimism versus pessimism and academic achievement evaluation. Gifted Education International. 28(3). 267–280. 6 indexed citations

Kaniel, Shlomo, et al.. (2010). Stress and Personal Resource as Predictors of the Adjustment of Parents to Autistic Children: A Multivariate Model. Journal of Autism and Developmental Disorders. 41(7). 879–890. 115 indexed citations

Kaniel, Shlomo. (2010). Domain Specific vs Domain General: Implications for Dynamic Assessment. Gifted Education International. 26(1). 96–109. 7 indexed citations

Kaniel, Shlomo, et al.. (2006). Analogy construction versus analogy solution, and their influence on transfer. Learning and Instruction. 16(6). 583–591. 15 indexed citations

Susskind, Lawrence, et al.. (2005). Religious and Ideological Dimensions of the Israeli Settlements Issue: Reframing the Narrative?. Negotiation Journal. 21(2). 177–191. 9 indexed citations

Kaniel, Shlomo. (2002). High Thinking Processes (HTP): Elements of Curricula and Teaching Able-Learners. Gifted Education International. 16(3). 225–240. 2 indexed citations

Kaniel, Shlomo. (2001). Teaching for Transfer from the Learner's Point of View. Journal of Cognitive Education and Psychology. 1(3). 266–293. 5 indexed citations

Faust, Miriam, et al.. (2001). Evidence from sentence priming for an atypical language organisation in the brain of dyslexic males. Laterality Asymmetries of Body Brain and Cognition. 6(1). 39–56. 1 indexed citations

Kaniel, Shlomo. (2001). Teaching for Transfer from the Learner’s Point of View. Journal of Cognitive Education and Psychology. 1(3). 266–293. 1 indexed citations

10.

Kaniel, Shlomo. (2000). THE RELIGIOUS ZIONIST: TOWARD THE NEW ERA. Religious Education. 95(4). 453–473. 6 indexed citations

11.

Tzuriel, David, et al.. (1999). Effects of the “Bright Start” program in kindergarten on transfer and academic achievement. Early Childhood Research Quarterly. 14(1). 111–141. 24 indexed citations

12.

Kaniel, Shlomo, et al.. (1999). The Influence of Metacognitive Instruction of Written Expression on Positive Transfer. Curriculum and Teaching. 14(1). 63–83.

13.

Tzuriel, David, et al.. (1998). Effects of the “Bright Start” Program in Kindergarten on Teachers' Use of Mediation and Children's Cognitive Modifiability. Early Child Development and Care. 143(1). 1–20. 21 indexed citations

14.

Kaniel, Shlomo, et al.. (1998). Reading Comprehension: Metacognition and Rational Clozes. Curriculum and Teaching. 13(2). 5–20.

15.

Skuy, Mervyn, et al.. (1992). Cognitive Modifiability of Adolescents with Schizophrenia: a Research Note. Journal of Child Psychology and Psychiatry. 33(3). 583–589. 5 indexed citations

16.

Kaniel, Shlomo, et al.. (1991). Level of Performance and Distribution of Errors in the Progressive Matrices Test: A Comparison of Ethiopian Immigrant and Native Israeli Adolescents. International Journal of Psychology. 26(1). 25–33. 16 indexed citations

17.

Kaniel, Shlomo, et al.. (1990). Dynamic Assessment and Cognitive Program for Disadvantaged Gifted Children. Gifted Education International. 7(1). 9–15. 4 indexed citations

18.

Kaniel, Shlomo & Reuven Feuerstein. (1989). Special Needs of Children with Learning Difficulties. Oxford Review of Education. 15(2). 165–179. 10 indexed citations

19.

Skuy, Mervyn, Shlomo Kaniel, & David Tzuriel. (1988). Dynamic Assessnnent of Intellectually Superior Israeli Children in a Low Socio-Econonnic Status Connnnunity. Gifted Education International. 5(2). 90–96. 19 indexed citations

20.

Feuerstein, Reuven, et al.. (1986). Learning Potential Assessment. Special Services in the Schools. 2(2-3). 85–106. 22 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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