Wulf‐Uwe Meyer

1.7k total citations
19 papers, 1.0k citations indexed

About

Wulf‐Uwe Meyer is a scholar working on Social Psychology, Experimental and Cognitive Psychology and Sociology and Political Science. According to data from OpenAlex, Wulf‐Uwe Meyer has authored 19 papers receiving a total of 1.0k indexed citations (citations by other indexed papers that have themselves been cited), including 9 papers in Social Psychology, 7 papers in Experimental and Cognitive Psychology and 6 papers in Sociology and Political Science. Recurrent topics in Wulf‐Uwe Meyer's work include Social and Intergroup Psychology (6 papers), Emotions and Moral Behavior (5 papers) and Education, Achievement, and Giftedness (5 papers). Wulf‐Uwe Meyer is often cited by papers focused on Social and Intergroup Psychology (6 papers), Emotions and Moral Behavior (5 papers) and Education, Achievement, and Giftedness (5 papers). Wulf‐Uwe Meyer collaborates with scholars based in Germany, United States and Japan. Wulf‐Uwe Meyer's co-authors include Achim Schützwohl, Bernard Weiner, Rainer Reisenzein, Heinz Heckhausen, Udo Rudolph, Oliver Dickhäuser, Valerie S. Folkes, Waldemar Mittag, Sandra Graham and Shelley E. Taylor and has published in prestigious journals such as Journal of Personality and Social Psychology, Psychological Review and Journal of Educational Psychology.

In The Last Decade

Wulf‐Uwe Meyer

18 papers receiving 862 citations

Peers — A (Enhanced Table)

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

Name	h						Papers	Cites
Wulf‐Uwe Meyer Germany	14	394	314	254	212	184	19	1.0k
Frank W. Wicker United States	13	560 1.4×	370 1.2×	199 0.8×	236 1.1×	92 0.5×	52	999
Jennifer L. Butler United States	6	488 1.2×	429 1.4×	277 1.1×	80 0.4×	205 1.1×	7	1.0k
Kenneth L. Higbee United States	16	219 0.6×	213 0.7×	234 0.9×	145 0.7×	91 0.5×	49	931
Wendy W. N. Wan Hong Kong	9	604 1.5×	607 1.9×	312 1.2×	85 0.4×	230 1.3×	15	1.4k
William Turnbull Canada	17	272 0.7×	236 0.8×	213 0.8×	85 0.4×	98 0.5×	41	994
Jon Grahe United States	16	491 1.2×	195 0.6×	310 1.2×	155 0.7×	82 0.4×	46	1.0k
Margaret W. Matlin United States	11	240 0.6×	197 0.6×	183 0.7×	180 0.8×	56 0.3×	37	741
Joel T. Johnson United States	20	453 1.1×	193 0.6×	388 1.5×	372 1.8×	38 0.2×	48	1.1k
Ed S. Tan Netherlands	16	299 0.8×	297 0.9×	364 1.4×	234 1.1×	77 0.4×	39	1.3k
Cynthia Whissell Canada	18	344 0.9×	468 1.5×	182 0.7×	247 1.2×	36 0.2×	138	1.3k

Countries citing papers authored by Wulf‐Uwe Meyer

Since Specialization

Citations

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

Fields of papers citing papers by Wulf‐Uwe Meyer

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Wulf‐Uwe Meyer. 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 Wulf‐Uwe Meyer. The network helps show where Wulf‐Uwe Meyer may publish in the future.

Co-authorship network of co-authors of Wulf‐Uwe Meyer

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

All Works

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19 of 19 papers shown

Itô, Yôhei, H. Kohri, Kazuhiro Kondo, et al.. (2023). The polarized deuteron target at COMPASS in 2022. Proceedings Of Science. 37–37.

Dickhäuser, Oliver & Wulf‐Uwe Meyer. (2006). Gender differences in young children's math ability attributions. MADOC (University of Mannheim). 48(1). 3–16. 49 indexed citations

Meyer, Wulf‐Uwe, Rainer Reisenzein, & Oliver Dickhäuser. (2004). Inferring ability from blame : effects of effort- versus liking-oriented cognitive schemata. MADOC (University of Mannheim). 46(2). 281. 4 indexed citations

Meyer, Wulf‐Uwe, Achim Schützwohl, & Rainer Reisenzein. (2003). Einführung in die Emotionspsychologie /2. Technische Universität Dortmund Eldorado (Technische Universität Dortmund). 14 indexed citations

Meyer, Wulf‐Uwe, Rainer Reisenzein, & Achim Schützwohl. (1997). Toward a Process Analysis of Emotions: The Case of Surprise. Motivation and Emotion. 21(3). 251–274. 225 indexed citations

Reisenzein, Rainer, Wulf‐Uwe Meyer, & Achim Schützwohl. (1995). James and the physical basis of emotion: A comment on Ellsworth.. Psychological Review. 102(4). 757–761. 23 indexed citations

Reisenzein, Rainer, Wulf‐Uwe Meyer, & Achim Schützwohl. (1995). James and the physical basis of emotion: A comment on Ellsworth.. Psychological Review. 102(4). 757–761. 2 indexed citations

Rudolph, Udo, et al.. (1994). Temporal characteristics of the surprise reaction induced by schema-discrepant visual and auditory events. Cognition & Emotion. 8(5). 433–452. 51 indexed citations

Meyer, Wulf‐Uwe. (1992). Paradoxical Effects of Praise and Criticism on Perceived Ability. European Review of Social Psychology. 3(1). 259–283. 49 indexed citations

10.

Meyer, Wulf‐Uwe, et al.. (1991). An experimental analysis of surprise. Cognition & Emotion. 5(4). 295–311. 130 indexed citations

11.

Meyer, Wulf‐Uwe, et al.. (1986). Some Effects of Praise and Blame on Perceived Ability and Affect. Social Cognition. 4(3). 293–308. 25 indexed citations

12.

Weiner, Bernard, Sandra Graham, Shelley E. Taylor, & Wulf‐Uwe Meyer. (1983). Social cognition in the classroom. Educational Psychologist. 18(2). 109–124. 30 indexed citations

13.

Meyer, Wulf‐Uwe. (1982). Indirect communications about perceived ability estimates.. Journal of Educational Psychology. 74(6). 888–897. 59 indexed citations

14.

Meyer, Wulf‐Uwe. (1982). Indirect communications about perceived ability estimates.. Journal of Educational Psychology. 74(6). 888–897. 2 indexed citations

15.

Meyer, Wulf‐Uwe. (1979). Academic expectations, attributed responsibility, and teachers' reinforcement behavior: A comment on Cooper and Baron, with some additional data.. Journal of Educational Psychology. 71(2). 269–273. 4 indexed citations

16.

Meyer, Wulf‐Uwe, et al.. (1979). Effects of difficulty and diagnosticity on choice among tasks in relation to achievement motivation and perceived ability.. Journal of Personality and Social Psychology. 37(7). 1172–1178. 20 indexed citations

17.

Meyer, Wulf‐Uwe, Valerie S. Folkes, & Bernard Weiner. (1976). The perceived informational value and affective consequences of choice behavior and intermediate difficulty task selection. Journal of Research in Personality. 10(4). 410–423. 36 indexed citations

18.

Meyer, Wulf‐Uwe. (1973). Leistungsmotiv und Ursachenerklärung von Erfolg und Mißerfolg. Medical Entomology and Zoology. 24 indexed citations

19.

Weiner, Bernard, Heinz Heckhausen, & Wulf‐Uwe Meyer. (1972). Causal ascriptions and achievement behavior: A conceptual analysis of effort and reanalysis of locus of control.. Journal of Personality and Social Psychology. 21(2). 239–248. 263 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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