Education of the Gifted and Talented
- Authors
- Gary DavisSylvia B. Rimm
- Journal
- Bulletin of Miscellaneous Information (Royal Gardens Kew)
In The Last Decade
doi.org/w39391505 →Countries where authors are citing Education of the Gifted and Talented
This map shows the geographic impact of Education of the Gifted and Talented. 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 Education of the Gifted and Talented with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Education of the Gifted and Talented more than expected).
Fields of papers citing Education of the Gifted and Talented
This network shows the impact of Education of the Gifted and Talented. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Education of the Gifted and Talented.
About Education of the Gifted and Talented
This paper, published in 1985, received 667 indexed citations . Written by Gary Davis and Sylvia B. Rimm covering the research area of Information Systems, Experimental and Cognitive Psychology and Education. It is primarily cited by scholars working on Experimental and Cognitive Psychology (457 citations), Education (322 citations) and Social Psychology (164 citations). Published in Bulletin of Miscellaneous Information (Royal Gardens Kew).
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.
This paper is also available at doi.org/w39391505.