World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
57
Citations
11090
World Ranking
4060
National Ranking
2274

Carol L. Hamlett 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 Carol L. Hamlett 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: 80 publications — 8th percentile

8% of scientists in this discipline score the same or lower.

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

Carol L. Hamlett 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 Carol L. Hamlett 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: 57 D-Index — 66th percentile

66% of scientists in this discipline score the same or lower.

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

Overview

Carol L. Hamlett is affiliated with Vanderbilt University in the United States. Their research spans multiple fields including Social Sciences, Psychology, and Mathematics.

The main subfields of study in which Carol L. Hamlett has contributed are Safety Research, Developmental and Educational Psychology, and Statistics and Probability. These indicate a broad interdisciplinary approach combining aspects of psychology with quantitative methods and safety topics.

Their research topics cover Disability Education and Employment, Reading and Literacy Development, and Cognitive and Developmental Aspects of Mathematical Skills. These areas reflect a focus on educational outcomes and cognitive development in diverse learning contexts.

Carol L. Hamlett has authored at least one recent significant paper titled "Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports", published in 2021 in the Journal of Learning Disabilities. This publication addresses educational technology aimed at supporting individualized teaching strategies.

Frequent coauthors have included:

  • Lynn S. Fuchs
  • Douglas Fuchs
  • Pamela M. Stecker

The Journal of Learning Disabilities is a known venue for their work and represents the publication outlet for their recent paper.

Best Publications

  • The Prevention, Identification, and Cognitive Determinants of Math Difficulty.

    Lynn S. Fuchs;Donald L. Compton;Douglas Fuchs;Kimberly Paulsen

  • Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Lynn Walz

  • Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

    Lynn S. Fuchs;Douglas Fuchs;Karla K. Stuebing;Jack M. Fletcher

  • Improving At-Risk Learners' Understanding of Fractions

    Lynn S. Fuchs;Robin F. Schumacher;Jessica Long;Jessica M. Namkung

  • Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.

    Lynn S. Fuchs;Douglas Fuchs;Karin Prentice;Mindy Burch

  • Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities

    Lynn S. Fuchs;David C. Geary;Donald L. Compton;Douglas Fuchs

  • Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

    Lynn S. Fuchs;Pamela M. Seethaler;Sarah Rannells Powell;Douglas Fuchs

  • Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial

    Lynn S. Fuchs;Sarah Rannells Powell;Pamela M. Seethaler;Paul T. Cirino

  • Enhancing Students' Helping Behavior during Peer-Mediated Instruction with Conceptual Mathematical Explanations

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Norris B. Phillips

  • The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities

    Donald L. Compton;Lynn S. Fuchs;Douglas Fuchs;Warren Lambert

  • Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

    Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Joan D. Bryant

  • Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving.

    Lynn S. Fuchs;Douglas Fuchs;Karin Prentice;Mindy Burch

  • Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources.

    Lynn S. Fuchs;Douglas Fuchs;Susan B. Eaton;Carol L. Hamlett

  • Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.

    Lynn S. Fuchs;Robin F. Schumacher;Sonya K. Sterba;Jessica Long

  • Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Carl Ferguson

  • Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.

    Lynn S. Fuchs;David C. Geary;Donald L. Compton;Douglas Fuchs

  • The contributions of numerosity and domain-general abilities to school readiness.

    Lynn S. Fuchs;David C. Geary;Donald L. Compton;Douglas Fuchs

  • Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity:

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Norris B. Phillips

  • The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties

    Lynn S. Fuchs;Sarah Rannells Powell;Pamela M. Seethaler;Paul T. Cirino

  • The role of skills analysis in curriculum-based measurement in math.

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Pamela M. Stecker

  • Improving At-Risk Learners' Understanding of Fractions.

    Lynn S. Fuchs;Robin F. Schumacher;Jessica Long;Jessica Namkung

Frequent Co-Authors

Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Douglas Fuchs
Douglas Fuchs Vanderbilt University
Donald L. Compton
Donald L. Compton Florida State University
Paul T. Cirino
Paul T. Cirino University of Houston
Robert S. Siegler
Robert S. Siegler Columbia University
Jack M. Fletcher
Jack M. Fletcher University of Houston
Nancy C. Jordan
Nancy C. Jordan University of Delaware
Russell Gersten
Russell Gersten University of Oregon
David C. Geary
David C. Geary University of Missouri
Christopher Schatschneider
Christopher Schatschneider Florida State University

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Related Online Degrees & Career Pathways

As you explore studying Psychology in the USA, it's important to consider the wide variety of related online degrees and career paths available. One highly specialized field is speech-language pathology (SLP), which combines elements of psychology, education, and healthcare. This career is in demand across many states, but each has its own unique licensure requirements and certification criteria.

For example, those interested in working in the Midwest can look into the Michigan slp certification requirements or review the slp requirements in Minnesota to understand the education and supervised practice hours needed. Similarly, if you’re considering the South, it’s helpful to learn about the slp requirements in Mississippi. In the Midwest, the Missouri speech pathologist certification requirements outline state-specific steps for aspiring professionals.

Pursuing an online degree in psychology or allied health can provide flexible options that align with these diverse career pathways. Understanding each state’s requirements will help you plan your education more effectively and qualify for meaningful, in-demand roles in the field.

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