Thea Cameron‐Faulkner

1.6k total citations
28 papers, 762 citations indexed

About

Thea Cameron‐Faulkner is a scholar working on Developmental and Educational Psychology, Language and Linguistics and Experimental and Cognitive Psychology. According to data from OpenAlex, Thea Cameron‐Faulkner has authored 28 papers receiving a total of 762 indexed citations (citations by other indexed papers that have themselves been cited), including 20 papers in Developmental and Educational Psychology, 13 papers in Language and Linguistics and 5 papers in Experimental and Cognitive Psychology. Recurrent topics in Thea Cameron‐Faulkner's work include Language Development and Disorders (14 papers), Language, Discourse, Communication Strategies (10 papers) and Child and Animal Learning Development (8 papers). Thea Cameron‐Faulkner is often cited by papers focused on Language Development and Disorders (14 papers), Language, Discourse, Communication Strategies (10 papers) and Child and Animal Learning Development (8 papers). Thea Cameron‐Faulkner collaborates with scholars based in United Kingdom, United States and Germany. Thea Cameron‐Faulkner's co-authors include Elena Lieven, Michael Tomasello, Claire Noble, Anna Theakston, Ludovica Serratrice, Merideth Gattis, Andrew Carstairs‐McCarthy, Evan Kidd, Tina Hickey and Anna Coates and has published in prestigious journals such as Child Development, Journal of Environmental Psychology and Journal of Speech Language and Hearing Research.

In The Last Decade

Thea Cameron‐Faulkner

25 papers receiving 708 citations

Peers

Thea Cameron‐Faulkner
Tracy Lavin Canada
Edy Veneziano France
Ayhan Aksu-Κοç Türkiye
Seamus Donnelly Australia
Parvaneh Tavakoli United Kingdom
Mark Leikin Israel
Gisela Jia United States
Roberta Corrigan United States
James Javorsky United States
Priya Mariana Shimpi United States
Tracy Lavin Canada
Thea Cameron‐Faulkner
Citations per year, relative to Thea Cameron‐Faulkner Thea Cameron‐Faulkner (= 1×) peers Tracy Lavin

Countries citing papers authored by Thea Cameron‐Faulkner

Since Specialization
Citations

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

Fields of papers citing papers by Thea Cameron‐Faulkner

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Thea Cameron‐Faulkner. 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 Thea Cameron‐Faulkner. The network helps show where Thea Cameron‐Faulkner may publish in the future.

Co-authorship network of co-authors of Thea Cameron‐Faulkner

This figure shows the co-authorship network connecting the top 25 collaborators of Thea Cameron‐Faulkner. A scholar is included among the top collaborators of Thea Cameron‐Faulkner 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 Thea Cameron‐Faulkner. Thea Cameron‐Faulkner 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.
Zhao, Chen, et al.. (2024). Communicative function in child directed speech: A cross-cultural analysis. First Language. 44(4). 395–421.
2.
Serratrice, Ludovica, et al.. (2022). The association between screen media quantity, content, and context and language development. Journal of Child Language. 50(5). 1155–1183. 27 indexed citations
3.
Carpendale, Jeremy I. M., et al.. (2021). The Development of Giving in Forms of Object Exchange: Exploring the Roots of Communication and Morality in Early Interaction around Objects. Human Development. 65(3). 166–179. 11 indexed citations
4.
Serratrice, Ludovica, et al.. (2021). The home literacy and media environment of Saudi toddlers. Journal of Children and Media. 16(1). 95–106. 10 indexed citations
5.
Cameron‐Faulkner, Thea, et al.. (2020). A Cross-Cultural Analysis of Early Prelinguistic Gesture Development and Its Relationship to Language Development. Child Development. 92(1). 273–290. 23 indexed citations
6.
Noble, Claire, et al.. (2020). The Impact of Interactive Shared Book Reading on Children's Language Skills: A Randomized Controlled Trial. Journal of Speech Language and Hearing Research. 63(6). 1878–1897. 31 indexed citations
7.
Cameron‐Faulkner, Thea, et al.. (2019). Crosslinguistic Differences in the Encoding of Causality: Transitivity Preferences in English and Japanese Children and Adults. Language Learning and Development. 16(1). 61–88. 3 indexed citations
8.
Noble, Claire, Thea Cameron‐Faulkner, & Elena Lieven. (2017). Keeping it simple: the grammatical properties of shared book reading. Journal of Child Language. 45(3). 753–766. 48 indexed citations
9.
Cameron‐Faulkner, Thea, et al.. (2016). Exploring early communicative behaviours: A fine-grained analysis of infant shows and gives. Infant Behavior and Development. 44. 86–97. 23 indexed citations
10.
Cameron‐Faulkner, Thea, Anna Theakston, Elena Lieven, & Michael Tomasello. (2015). The Relationship Between Infant Holdout and Gives, and Pointing. Infancy. 20(5). 576–586. 46 indexed citations
11.
Cameron‐Faulkner, Thea. (2013). The interaction of gesture, intonation, and eye-gaze in proto-imperatives. Journal of Child Language. 41(4). 842–860. 5 indexed citations
12.
Cameron‐Faulkner, Thea & Claire Noble. (2013). A comparison of book text and Child Directed Speech. First Language. 33(3). 268–279. 68 indexed citations
13.
Cameron‐Faulkner, Thea. (2011). A functional account of verb use in the early stages of English multiword development. Journal of Child Language. 39(4). 885–897. 1 indexed citations
14.
Hickey, Tom & Thea Cameron‐Faulkner. (2009). Rebels without a clause.. Research Explorer (The University of Manchester).
15.
Cameron‐Faulkner, Thea, Elena Lieven, & Anna Theakston. (2007). What part of no do children not understand? A usage-based account of multiword negation. Journal of Child Language. 34(2). 251–282. 57 indexed citations
16.
Cameron‐Faulkner, Thea & Evan Kidd. (2007). I'm are what I'm are: The acquisition of first-person singular present BE. Cognitive Linguistics. 18(1). 1–22. 6 indexed citations
17.
Cameron‐Faulkner, Thea. (2004). J. R. TAYLOR, Cognitive grammar. Oxford: Oxford University Press, 2002. Pp. xii+621.. Journal of Child Language. 31(2). 421–424. 1 indexed citations
18.
Cameron‐Faulkner, Thea. (2003). A construction based analysis of child directed speech. Cognitive Science. 27(6). 843–873. 34 indexed citations
19.
Cameron‐Faulkner, Thea, et al.. (2001). A lexically-based analysis of Child Directed Speech.. Research Explorer (The University of Manchester). 2 indexed citations
20.
Cameron‐Faulkner, Thea & Andrew Carstairs‐McCarthy. (2000). Stem Alternants As Morphological Signata: Evidence From Blur Avoidance In Polish Nouns. Natural Language & Linguistic Theory. 18(4). 813–835. 24 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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