Tina Weston
- Education top 5%
- Sociology and Political Science top 10%
- Developmental and Educational Psychology top 10%
- Psychiatry and Mental health top 10%
- Cognitive Neuroscience
- Co-authors
- Nicholas J. CepedaFaria SanaMelody WiseheartIrina V. KaplerBrona McDowellRichard BakerR. Shayna RosenbaumSandra L. Laursen
- Topics
- Cerebral Palsy and Movement Disorders (2 papers)Visual and Cognitive Learning Processes (1 paper)Innovative Teaching and Learning Methods (1 paper)
- Partner nations
- United KingdomCanada
In The Last Decade
Tina Weston
7 papers receiving 566 citations
Hit Papers
Peers
Comparison fields: 5 of 86
- Education 261
- Sociology and Political Science 176
- Developmental and Educational Psychology 112
- Psychiatry and Mental health 100
- Cognitive Neuroscience 93
Countries citing papers authored by Tina Weston
This map shows the geographic impact of Tina Weston'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 Tina Weston with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Tina Weston more than expected).
Fields of papers citing papers by Tina Weston
This network shows the impact of papers produced by Tina Weston. 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 Tina Weston. The network helps show where Tina Weston may publish in the future.
Co-authorship network of co-authors of Tina Weston
This figure shows the co-authorship network connecting the top 25 collaborators of Tina Weston. A scholar is included among the top collaborators of Tina Weston 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 Tina Weston. Tina Weston is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | 18 | |
| 2 | 66 | |
| 3 | Spacing, Testing, and Feedback: Helping Students Overcome Forgetting. | 2 |
| 4 | Laptop multitasking hinders classroom learning for both users and nearby peersbreakdown → | 427 |
| 5 | URSSA, the Undergraduate Research Student Self-Assessment: A Tool for Assessing Student Outcomes of Undergraduate Research | 2 |
| 6 | 105 | |
| 7 | 2 |
About Tina Weston
Tina Weston is a scholar working on Computer Science Applications, Human-Computer Interaction and Developmental and Educational Psychology, having authored 7 papers that have together received 622 indexed citations. Recurring topics across this work include Cerebral Palsy and Movement Disorders (2 papers), Visual and Cognitive Learning Processes (1 paper) and Innovative Teaching and Learning Methods (1 paper). The work is most often cited by research in Information Systems and Management (67 citations), Education (261 citations) and Developmental and Educational Psychology (112 citations). Tina Weston has collaborated with scholars based in United Kingdom and Canada. Frequent co-authors include Nicholas J. Cepeda, Faria Sana, Melody Wiseheart, Irina V. Kapler, Brona McDowell, Richard Baker, R. Shayna Rosenbaum, Sandra L. Laursen and Anne‐Barrie Hunter. Their work appears in journals such as Computers & Education, Gait & Posture and Learning and Instruction.
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.