Walter Emmerich

1.0k citations
41 papers · 677 indexed · h-index 15
Topics
Early Childhood Education and Development (10 papers)Psychological Testing and Assessment (7 papers)Child and Adolescent Psychosocial and Emotional Development (6 papers)
Partner nations
United States

In The Last Decade

Walter Emmerich

39 papers receiving 500 citations

Peers

Walter Emmerich
Comparison fields: 5 of 74
  • Education 292
  • Clinical Psychology 230
  • Social Psychology 160
  • Experimental and Cognitive Psychology 143
  • Gender Studies 129
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Countries citing papers authored by Walter Emmerich

Since Specialization
Citations

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

Fields of papers citing papers by Walter Emmerich

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Walter Emmerich

This figure shows the co-authorship network connecting the top 25 collaborators of Walter Emmerich. A scholar is included among the top collaborators of Walter Emmerich 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 Walter Emmerich. Walter Emmerich 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
#WorkIndexed citations
1 17
2
Multiple Personality Domains in Relation to Occupational Choice and Performance among Established Teachers. Research Report. ETS RR-04-41.
2
3 5
4 24
5 10
6 79
7 1
8
Boy-Girl Identity Task; Technical Report 1. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
3
9 23
10 1
11 62
12 23
13 65
14 13
15 2
16 5
17 32
18 2
19 31
20
Parental identification in young children.
38

About Walter Emmerich

Walter Emmerich is a scholar working on Applied Psychology, General Psychology and Experimental and Cognitive Psychology, having authored 41 papers that have together received 677 indexed citations. Recurring topics across this work include Early Childhood Education and Development (10 papers), Psychological Testing and Assessment (7 papers) and Child and Adolescent Psychosocial and Emotional Development (6 papers). The work is most often cited by research in Gender Studies (129 citations), Experimental and Cognitive Psychology (143 citations) and Clinical Psychology (230 citations). Walter Emmerich has collaborated with scholars based in United States. Frequent co-authors include Ruth Sharabany, Lawrence J. Stricker, Donald A. Rock, Catherine Trapani, Roy E. Shore, Irving E. Sigel, Rodney R. Cocking, Mary K. Enright and Petr Weiss. Their work appears in journals such as Journal of Personality and Social Psychology, Child Development and Developmental Psychology.

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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