Thomas E. Allen

1.3k total citations
53 papers, 739 citations indexed

About

Thomas E. Allen is a scholar working on Developmental and Educational Psychology, Cognitive Neuroscience and Human-Computer Interaction. According to data from OpenAlex, Thomas E. Allen has authored 53 papers receiving a total of 739 indexed citations (citations by other indexed papers that have themselves been cited), including 34 papers in Developmental and Educational Psychology, 14 papers in Cognitive Neuroscience and 14 papers in Human-Computer Interaction. Recurrent topics in Thomas E. Allen's work include Hearing Impairment and Communication (34 papers), Hand Gesture Recognition Systems (14 papers) and Tactile and Sensory Interactions (7 papers). Thomas E. Allen is often cited by papers focused on Hearing Impairment and Communication (34 papers), Hand Gesture Recognition Systems (14 papers) and Tactile and Sensory Interactions (7 papers). Thomas E. Allen collaborates with scholars based in United States, Belgium and Australia. Thomas E. Allen's co-authors include Michael A. Karchmer, James Woodward, Donna A. Morere, Steve Wolk, Melissa L. Anderson, Lolafaye Coyne, M. Diane Clark, E. Dale Walters, Amy M. Lieberman and Paul Miller and has published in prestigious journals such as PLoS ONE, American Journal of Psychiatry and American Journal of Obstetrics and Gynecology.

In The Last Decade

Thomas E. Allen

52 papers receiving 606 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Thomas E. Allen United States 17 556 243 173 136 116 53 739
Joanna Atkinson United Kingdom 17 544 1.0× 333 1.4× 109 0.6× 135 1.0× 31 0.3× 44 744
Loes Wauters Netherlands 9 424 0.8× 182 0.7× 95 0.5× 65 0.5× 70 0.6× 15 510
JG Kyle United Kingdom 14 442 0.8× 157 0.6× 167 1.0× 71 0.5× 67 0.6× 49 620
Matthew L. Hall United States 16 597 1.1× 271 1.1× 202 1.2× 147 1.1× 48 0.4× 26 780
Carol LaSasso United States 14 527 0.9× 302 1.2× 138 0.8× 59 0.4× 34 0.3× 42 635
Shawn P. Quigley United States 13 482 0.9× 388 1.6× 90 0.5× 57 0.4× 18 0.2× 25 726
Rama Novogrodsky Israel 17 997 1.8× 732 3.0× 211 1.2× 130 1.0× 23 0.2× 41 1.1k
Elisabeth Ahlsén Sweden 14 261 0.5× 276 1.1× 287 1.7× 65 0.5× 14 0.1× 58 832
Michel Hupet Belgium 16 431 0.8× 426 1.8× 181 1.0× 38 0.3× 21 0.2× 45 852
Fiona Kyle United Kingdom 14 963 1.7× 544 2.2× 91 0.5× 77 0.6× 41 0.4× 26 1.1k

Countries citing papers authored by Thomas E. Allen

Since Specialization
Citations

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

Fields of papers citing papers by Thomas E. Allen

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Thomas E. Allen

This figure shows the co-authorship network connecting the top 25 collaborators of Thomas E. Allen. A scholar is included among the top collaborators of Thomas E. Allen 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 Thomas E. Allen. Thomas E. Allen 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.
Morere, Donna A., et al.. (2023). Sign language delays in deaf 3- to 5-year-olds with deaf parents. The Journal of Deaf Studies and Deaf Education. 29(2). 115–133. 1 indexed citations
2.
Wolbers, Kimberly, et al.. (2023). Writing knowledge, practices, efficacy, interests, attitudes, and beliefs of deaf education teachers: a randomized controlled trial. Frontiers in Psychology. 14. 1214246–1214246. 2 indexed citations
3.
Allen, Thomas E., et al.. (2022). Deaf Children’s Engagement with American Sign Language-English Bilingual Storybook Apps. The Journal of Deaf Studies and Deaf Education. 28(1). 53–67. 4 indexed citations
4.
Allen, Thomas E. & Donna A. Morere. (2022). Psychometric Characteristics of the Visual Communication and Sign Language Checklist. The Journal of Deaf Studies and Deaf Education. 27(3). 297–309. 3 indexed citations
5.
6.
Allen, Thomas E., et al.. (2017). Learning Tree-Structured CP-Nets with Local Search.. The Florida AI Research Society. 8–13. 2 indexed citations
7.
Stone, Adam, et al.. (2015). Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals. PLoS ONE. 10(10). e0139610–e0139610. 49 indexed citations
8.
Allen, Thomas E., et al.. (2014). Early Visual Language Exposure and Emergent Literacy in Preschool Deaf Children: Findings From a National Longitudinal Study. American annals of the deaf. 159(4). 346–358. 50 indexed citations
9.
Morere, Donna A. & Thomas E. Allen. (2012). Assessing literacy in deaf individuals : neurocognitive measurement and predictors. Digital Access to Libraries (Université catholique de Louvain (UCL), l'Université de Namur (UNamur) and the Université Saint-Louis (USL-B)). 25 indexed citations
10.
Allen, Thomas E. & Melissa L. Anderson. (2010). Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions Among School and Background Characteristics. The Journal of Deaf Studies and Deaf Education. 15(4). 334–347. 23 indexed citations
11.
Allen, Thomas E.. (2009). A Psychoanalytic Look at Herman Melville from his Use of Source Materials forMoby-Dick. The Psychoanalytic Review. 96(5). 743–767. 2 indexed citations
12.
Allen, Thomas E., M. Diane Clark, Daniel Koo, et al.. (2009). Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul. American annals of the deaf. 154(4). 338–345. 69 indexed citations
13.
Walters, E. Dale, et al.. (1992). Alterations in EEG Amplitude, Personality Factors, and Brain Electrical Mapping after Alpha‐Theta Brainwave Training: A Controlled Case Study of an Alcoholic in Recovery. Alcoholism Clinical and Experimental Research. 16(3). 547–552. 43 indexed citations
14.
Allen, Thomas E.. (1992). Subgroup Differences in Educational Placement for Deaf and Hard of Hearing Students. American annals of the deaf. 137(5). 381–388. 18 indexed citations
15.
Allen, Thomas E.. (1989). Handicapped Youth and the Outcomes of Their Schooling--Recent Research Advances in the United States.. International Journal of Educational Research. 12(5). 469–572. 1 indexed citations
16.
Allen, Thomas E., et al.. (1988). Mathematics Achievement of Hearing-Impaired Students in Different Educational Settings: A Cross-Cultural Perspective.. The Volta Review. 90(6). 10 indexed citations
17.
Woodward, James & Thomas E. Allen. (1988). Classroom Use of Artificial Sign Systems by Teachers. Sign language studies. 61(1). 405–418. 17 indexed citations
18.
Allen, Thomas E., et al.. (1984). Academic Integration of Hearing-Impaired Students: Demographic, Handicapping, and Achievement Factors. American annals of the deaf. 129(2). 100–113. 38 indexed citations
19.
Karchmer, Michael A., et al.. (1982). Hearing-Impaired Children and Youth in Canada: Student Characteristics in Relation to Manual Communication Patterns in Four Special Education Settings. American annals of the deaf. 127(2). 89–104. 3 indexed citations
20.
Allen, Thomas E.. (1978). Comment on “an investigation of two formal‐operational schemata in adolescents enrolled in ISCS classrooms”. Journal of Research in Science Teaching. 15(2). 179–182. 2 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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