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Bethany Rittle-Johnson

Bethany Rittle-Johnson

D-Index & Metrics

Psychology

D-Index
45
Citations
12583
World Ranking
6557
National Ranking
3559

Bethany Rittle-Johnson 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 Bethany Rittle-Johnson 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: 118 publications — 31st percentile

31% of scientists in this discipline score the same or lower.

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

Bethany Rittle-Johnson 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 Bethany Rittle-Johnson 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: 45 D-Index — 43rd percentile

43% of scientists in this discipline score the same or lower.

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

Overview

Bethany Rittle-Johnson is affiliated with Vanderbilt University in the United States. Their primary fields of study include Social Sciences and Mathematics, with a particular focus on Education and Statistics and Probability as subfields. Their research explores various dimensions of educational psychology and mathematics learning, emphasizing cognitive and developmental aspects.

The main topics addressed in their work cover cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, parental involvement in education, school choice and performance, science education and pedagogy, early childhood education and development, and education and technology integration.

Recent papers authored or co-authored by Bethany Rittle-Johnson include:

  • The relation between conceptual and procedural knowledge in learning mathematics: A review, 2021, Psychology Press eBooks
  • Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge, 2020, Journal of Experimental Child Psychology
  • Comparing and Discussing Multiple Strategies: An Approach to Improving Algebra Instruction, 2021, The Journal of Experimental Education
  • Helping preschoolers learn math: The impact of emphasizing the patterns in objects and numbers, 2021, Journal of Educational Psychology
  • How Can Cognitive-Science Research Help Improve Education? The Case of Comparing Multiple Strategies to Improve Mathematics Learning and Teaching, 2020, Current Directions in Psychological Science

Frequent co-authors collaborating with Bethany Rittle-Johnson include:

  • Ashli-Ann Douglas
  • Kelley Durkin
  • Camille Msall
  • Erica L. Zippert
  • Jon R. Star

They have published multiple works in notable academic venues, including:

  • Journal of Experimental Child Psychology
  • The Journal of Experimental Education
  • British Journal of Educational Psychology
  • PsycTESTS Dataset
  • Proceedings of the 2020 AERA Annual Meeting

Best Publications

  • Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

    Bethany Rittle-Johnson;Robert S. Siegler;Martha Wagner Alibali

  • Conceptual and procedural knowledge of mathematics: Does one lead to the other?

    Bethany Rittle-Johnson;Martha Wagner Alibali

  • Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

    Bethany Rittle-Johnson;Jon R. Star

  • Promoting Transfer: Effects of Self-Explanation and Direct Instruction

    Bethany Rittle-Johnson

  • Developing Conceptual and Procedural Knowledge of Mathematics

    Bethany Rittle-Johnson;Michael Schneider

  • The relation between conceptual and procedural knowledge in learning mathematics: A review.

    Bethany Rittle-Johnson;Robert S. Siegler

  • Compared with What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving.

    Bethany Rittle-Johnson;Jon R. Star

  • Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics

    Bethany Rittle-Johnson;Michael Schneider;Jon R. Star

  • Learning to Spell: Variability, Choice, and Change in Children's Strategy Use

    Bethany Rittle-Johnson;Robert S. Siegler

  • The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving

    Bethany Rittle-Johnson;Jon R. Star;Kelley Durkin

  • The effectiveness of using incorrect examples to support learning about decimal magnitude.

    Kelley Durkin;Bethany Rittle-Johnson

  • Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge.

    Michael Schneider;Bethany Rittle-Johnson;Jon R. Star

  • Flexibility in Problem Solving: The Case of Equation Solving.

    Jon R. Star;Bethany Rittle-Johnson

  • Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.

    Bethany Rittle-Johnson;Percival G. Matthews;Roger S. Taylor;Katherine L. McEldoon

  • It pays to compare: an experimental study on computational estimation.

    Jon R. Star;Bethany Rittle-Johnson

  • Early Math Trajectories: Low-Income Children's Mathematics Knowledge from Ages 4 to 11.

    Bethany Rittle-Johnson;Emily R. Fyfe;Kerry G. Hofer;Dale Clark Farran

  • Designing Knowledge Scaffolds to Support Mathematical Problem Solving

    Bethany Rittle-Johnson;Kenneth R. Koedinger

  • Exploring mathematics problems prepares children to learn from instruction.

    Marci S. DeCaro;Bethany Rittle-Johnson

  • The Roles of Patterning and Spatial Skills in Early Mathematics Development.

    Bethany Rittle-Johnson;Erica L. Zippert;Katherine L. Boice

  • The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters

    Emily R. Fyfe;Bethany Rittle-Johnson;Marci S. DeCaro

Frequent Co-Authors

Jon R. Star
Jon R. Star Harvard University
Bruce M. McLaren
Bruce M. McLaren Carnegie Mellon University
Seiji Isotani
Seiji Isotani University of Pennsylvania
Dale C. Farran
Dale C. Farran Vanderbilt University
Richard E. Mayer
Richard E. Mayer University of California, Santa Barbara
Kenneth R. Koedinger
Kenneth R. Koedinger Carnegie Mellon University
Robert S. Siegler
Robert S. Siegler Columbia University
Nicole M. McNeil
Nicole M. McNeil University of Notre Dame
Martha W. Alibali
Martha W. Alibali University of Wisconsin–Madison
Vladimir M. Sloutsky
Vladimir M. Sloutsky The Ohio State University

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