New Ideas in Psychology

Top Research Topics at New Ideas in Psychology?

Epistemology, Cognitive science, Cognitive psychology, Psychoanalysis and Cognition are among the topics commonly tackled in New Ideas in Psychology. It explores Epistemology concepts, specifically Consciousness but expands to research in Perspective (graphical). The journal holds forums on Cognitive science that merges themes from other disciplines such as Cognitive development, Perception and Embodied cognition.

• Epistemology (37.10%)
• Cognitive science (22.50%)
• Cognitive psychology (16.85%)

What are the most cited papers published in the journal?

• On the cognitive effects of learning computer programming (421 citations)
• Deconstructing the construct: A network perspective on psychological phenomena (298 citations)
• Mental models of mirror-self-recognition: Two theories (297 citations)

Research areas of the most cited articles at New Ideas in Psychology:

The most cited papers mostly deal with topics like Cognitive science, Epistemology, Cognitive psychology, Cognition and Cognitive development. The published articles address concerns in Cognitive science which are intertwined with other disciplines, such as Context (language use), Perception, Embodied cognition, Action (philosophy) and Piaget's theory of cognitive development. The most cited papers aim to investigate interdisciplinary topics such as Epistemology and Perspective (graphical).

What topics the last edition of the journal is best known for?

• Epistemology
• Cognition
• Social psychology

The previous edition focused in particular on these issues:

Epistemology, Cognitive psychology, Aesthetics, Dimension (data warehouse) and Interpretation (philosophy) are the subjects of interest in the journal. The presented studies in Utilitarianism fall within the purview of Epistemology but it also intertwines with topics in Additional research. The studies on Cognitive psychology discussed can also contribute to research in the domains of Proxy (statistics), Empirical research, Episodic memory and Focus (linguistics).

The journal facilitated discussions that integrated Dimension (data warehouse) with the fields of Theory, Interpersonal coordination, Meaning (philosophy of language) and Interpersonal communication.

The most cited articles from the last journal are:

• Expertise and becoming conscious of something (0 citations)
• Explicit and implicit theory of mind and social competence: A social information processing framework (0 citations)
• Episodic memories as proxy or independent representations: A theoretical review and an empirical test of distinct episodic memories on work outcomes (0 citations)

Papers citation over time

A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.

The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.

Top authors and change over time

The top authors publishing in New Ideas in Psychology (based on the number of publications) are:

• Mark H. Bickhard (19 papers) absent at the last edition,
• Jeffrey A. Atlas (19 papers) absent at the last edition,
• Hermundur Sigmundsson (10 papers) absent at the last edition,
• Jack Martin (9 papers) absent at the last edition,
• Mark Freeman (9 papers) absent at the last edition.

The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in New Ideas in Psychology (based on the number of publications) are:

• Columbia University (36 papers) absent at the last edition,
• Simon Fraser University (24 papers) absent at the last edition,
• Harvard University (17 papers) absent at the last edition,
• Lehigh University (15 papers) absent at the last edition,
• York University (14 papers) absent at the last edition.

The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.

Publication chance based on affiliation

The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.

The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.

During the most recent 2022 edition, 16.67% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 0.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 0.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 20.00% of all publications and 80.00% were from other institutions.

Returning Authors Index

A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.

The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.

Returning Institution Index

The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.

The experience to innovation index

Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).

The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

How to Start a Career in School Psychology: Special Focus on Georgia

If you're interested in pursuing a career in psychology, particularly school psychology, knowing how to begin can be daunting. The field combines principles of education and psychology to help students succeed academically, socially, and emotionally. Becoming a school psychologist requires a commitment to specialized education and training, starting with an undergraduate degree in psychology. In Georgia, additional specific requirements need to be met. To start your journey, you will need to understand the educational and licensing requirements. You should aim to complete a degree program that includes coursework in cognitive psychology— a topic frequently explored at New Ideas in Psychology. It may also be helpful for you to compare your studies with the top research topics and most cited papers published in respected journals in the field. You can use this information to guide your academic focus and identify potential areas of specialization. After completing your degree, you'll need to obtain licensure to practice in your respective state. Each state has its own set of rules for licensure. Therefore, it is essential to understand the specifics of how to become a certified school psychologist in your area. The requirements for practicing as a school psychologist in Georgia are specific and include acquiring an Education Specialist (Ed.S.) degree or higher in school psychology from a state-approved program. Graduates also need to submit passing scores from the Georgia Assessments for the Certification of Educators (GACE) exam to the Georgia Professional Standards Commission (GaPSC). Kick-start your journey towards a rewarding career in school psychology in Georgia. Read more on how to become a school psychologist in Georgia and set your route on this fulfilling path. Understanding these steps and how to navigate through them can prove invaluable for a successful career in school psychology. Knowing that the journey starts with top-notch education in areas like epistemology, cognitive science, cognitive psychology, and cognition—often discussed in New Ideas in Psychology—can provide a firm foundation for your journey.