World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
33
Citations
5451
World Ranking
10464
National Ranking
1025

Andrew Tolmie publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Andrew Tolmie sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 102 publications — 21st percentile

21% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Andrew Tolmie D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Andrew Tolmie sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 33 D-Index — 10th percentile

10% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Andrew Tolmie is affiliated with University College London in the United Kingdom. Their research spans multiple fields including psychology, medicine, and neuroscience, with a focus on developmental and educational psychology, cognitive neuroscience, pulmonary and respiratory medicine, statistics and probability, and education.

Their work extensively covers topics related to cognitive and developmental aspects of mathematical skills, neuroscience, education and cognitive function, child and animal learning development, Williams syndrome research, glioma diagnosis and treatment, cancer-related cognitive impairment studies, and reading and literacy development.

Andrew Tolmie has contributed to several peer-reviewed publications, including the following recent papers:

  • Influences on cognitive outcomes in adult patients with gliomas: A systematic review, published in 2022 in Frontiers in Oncology
  • Associations between Gross and Fine Motor Skills, Physical Activity, Executive Function, and Academic Achievement: Longitudinal Findings from the UK Millennium Cohort Study, published in 2024 in Brain Sciences
  • The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis, published in 2022 in Brain Sciences
  • The developmental trajectories of spatial skills in middle childhood, published in 2021 in British Journal of Developmental Psychology
  • A systematic review of cognitive interventions for adult patients with brain tumours, published in 2023 in Cancer Medicine

Their frequent coauthors include Michael S. C. Thomas, Rebecca Gordon, Emily K. Farran, Jo Van Herwegen, and Matthew A. Kirkman.

Andrew Tolmie's work has appeared most frequently in the following publication venues:

  • Brain Sciences
  • PLoS ONE
  • Frontiers in Psychology
  • Mind Brain and Education
  • Frontiers in Oncology

Best Publications

  • Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games

    M. P. Jacob Habgood;Shaaron E. Ainsworth

  • Factors influencing the success of computer mediated communication (CMC) environments in university teaching: a review and case study

    Andrew Tolmie;James Boyle

  • Social effects of collaborative learning in primary schools

    Andrew Kenneth Tolmie;Keith J. Topping;Donald Christie;Caroline Donaldson

  • The acquisition of conceptual knowledge in science by primary school children : group interaction and the understanding of motion down an incline

    Christine Howe;Andrew Tolmie;Catherine Rodgers

  • Group work in elementary science: Towards organisational principles for supporting pupil learning

    Christine Howe;Andrew Kenneth Tolmie;Allen Thurston;Keith J Topping

  • Hypothesis testing in science: group consensus and the acquisition of conceptual and procedural knowledge

    Christine Howe;Andy Tolmie;Val Duchak-Tanner;Catherine Rattray

  • Physics in the primary school: Peer interaction and the understanding of floating and sinking

    Christine Howe;Andrew Tolmie;Catherine Rodgers

  • Influence of Virtual Reality Training on the Roadside Crossing Judgments of Child Pedestrians.

    James A. Thomson;Andrew K. Tolmie;Hugh C. Foot;Kirstie M. Whelan

  • Child development and the aims of road safety education

    J. Thomson;Andrew Tolmie;H.C. Foot;B. McLaren

  • Task design as an influence on dialogue and learning: primary school group work with object flotation

    Andrew Tolmie;Christine Howe;Mhairi Mackenzie;Karen Greer

  • Group work in primary school science: discussion, consensus and guidance from experts

    Christine Howe;Andrew Tolmie

  • Peer Collaboration and Conceptual Growth in Physics: Task Influences on Children's Understanding of Heating and Cooling

    Christine Howe;Andy Tolmie;Karen Greer;Mhairi Mackenzie

  • Conceptual knowledge in physics: The role of group interaction in computer-supported teaching

    Christine Howe;Andrew Tolmie;Anthony Anderson;Mhairi Mackenzie

  • Computer-mediated communication as a learning resource

    Erica McAteer;Andrew Tolmie;Celia Duffy;John Corbett

  • Productive interaction in the context of computer-supported collaborative learning in science

    Christine Howe;Andrew Tolmie

  • Spatial cognition and science achievement: The contribution of intrinsic and extrinsic spatial skills from 7 to 11 years

    Alex Hodgkiss;Katie A. Gilligan;Andrew K. Tolmie;Michael S. C. Thomas

  • Examining learning in relation to the contexts of use of ICT

    Andrew Tolmie

  • A Multidimensional Analysis of Parent–Child Interactions During Academic Tasks and Their Relationships With Children's Self-Regulated Learning

    Deborah Pino-Pasternak;David Whitebread;Andrew Tolmie

  • Cooperative Learning in Science: Follow-up from primary to high school

    Allen Thurston;Keith J. Topping;Andrew Tolmie;Donald Christie

  • The effects of adult guidance and peer discussion on the development of children's representations: evidence from the training of pedestrian skills.

    Andrew Tolmie;James A. Thomson;Hugh C. Foot;Kirstie Whelan

  • Gender and Dialogue in Secondary School Physics.

    Andrew Tolmie;Christine Howe

  • Supporting group work in Scottish primary classrooms: improving the quality of collaborative dialogue

    Donald Christie;Andrew Kenneth Tolmie;Allen Thurston;Christine Howe

  • Drivers' perceptions of cyclists

    James Thomson;L. Basford;S. Reid;A. Tolmie

Frequent Co-Authors

Christine Howe
Christine Howe University of Cambridge
Keith Topping
Keith Topping University of Dundee
Michael S.C. Thomas
Michael S.C. Thomas Birkbeck, University of London
Iroise Dumontheil
Iroise Dumontheil Birkbeck, University of London
Denis Mareschal
Denis Mareschal Birkbeck, University of London
Yulia Kovas
Yulia Kovas Goldsmiths University of London
Rory C. O'Connor
Rory C. O'Connor University of Glasgow
Elisabeth L. Hill
Elisabeth L. Hill Goldsmiths University of London
R. Peter Hobson
R. Peter Hobson University College London
Neil Mercer
Neil Mercer University of Cambridge

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Related Online Degrees & Career Pathways

Psychology degrees offer diverse career possibilities, especially when paired with related online programs. Many students interested in psychology also explore fields such as speech-language pathology, counseling, or occupational therapy. These professions require specialized training, certification, and ongoing education, which can often be pursued through flexible online degree options.

Becoming a speech-language pathologist (SLP), for example, combines a strong psychology background with targeted clinical skills. The path to licensure varies by state, so it's important to understand regional requirements. For details on how to become a speech language pathologist in Tennessee or specific Texas speech pathologist certification requirements, consult the relevant state guidelines.

Those interested in pursuing this path in the West can review slp requirements in Utah. Alternatively, for those in New England, visit the guidelines for how to become a speech language pathologist in Vermont.

Through online degree programs and careful research into state requirements, psychology graduates can expand their career opportunities and make a positive impact in a range of professional settings.

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