World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
33
Citations
3809
World Ranking
10642
National Ranking
1036

Chloe Marshall 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 Chloe Marshall 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: 106 publications — 24th percentile

24% of scientists in this discipline score the same or lower.

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

Chloe Marshall 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 Chloe Marshall 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

Chloe Marshall is affiliated with University College London in the United Kingdom. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology, Language and Linguistics, and Human-Computer Interaction.

The scientist's main topics of research include Hearing Impairment and Communication, Reading and Literacy Development, Language, Metaphor, and Cognition, Language Development and Disorders, Language, Discourse, Communication Strategies, Hand Gesture Recognition Systems, and Multisensory Perception and Integration.

Chloe Marshall has published articles in several academic venues, with frequent contributions to:

  • First Language
  • Frontiers in Psychology
  • Language Interaction and Acquisition
  • The Journal of Deaf Studies and Deaf Education
  • Developmental Science

Their recent papers include:

  • "Linking language to sensory experience: Onomatopoeia in early language development" (2020) in Developmental Science
  • "Executive Function Training for Deaf Children: Impact of a Music Intervention" (2021) in The Journal of Deaf Studies and Deaf Education
  • "The challenges of viewpoint-taking when learning a sign language: Data from the 'frog story' in British Sign Language" (2020) in Second Language Research
  • "The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School" (2020) in Frontiers in Psychology
  • "How are signed languages learned as second languages?" (2020) in Language and Linguistics Compass

Chloe Marshall has collaborated frequently with several co-authors including Julie Dockrell, Gary Morgan, Julia Hofweber, Lizzy Aumônier, and Vikki Janke, reflecting a range of interdisciplinary partnerships within the broader psychological and linguistic research communities.

Best Publications

  • Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model

    Franck Ramus;Chloe R. Marshall;Stuart Rosen;Heather K. J. van der Lely

  • Nonverbal Executive Function is Mediated by Language: A Study of Deaf and Hearing Children

    Nicola Botting;Anna Jones;Chloe Marshall;Tanya Denmark

  • The impact of phonological complexity on past tense inflection in children with Grammatical-SLI

    Chloe R. Marshall;Heather K. J. van der Lely

  • Montessori education: a review of the evidence base

    Chloë Marshall

  • The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia.

    C. R. Marshall;C. R. Marshall;S. Harcourt‐Brown;F. Ramus;H. K. J. van der Lely

  • A challenge to current models of past tense inflection: the impact of phonotactics.

    Chloe R. Marshall;Heather K.J. van der Lely

  • Effects of Word Position and Stress on Onset Cluster Production: Evidence from Typical Development, Specific Language Impairment, and Dyslexia

    Chloe R. Marshall;Heather K. J. van der Lely

  • Identifying Specific Language Impairment in Deaf Children Acquiring British Sign Language: Implications for Theory and Practice.

    Kathryn Mason;Kathryn Mason;Katherine Rowley;Katherine Rowley;Chloe R. Marshall;Joanna R. Atkinson

  • The Acquisition of Sign Language: The Impact of Phonetic Complexity on Phonology

    Wolfgang Mann;Chloe R. Marshall;Kathryn Mason;Gary Morgan

  • Neural correlates of sublexical processing in phonological working memory

    Carolyn McGettigan;Jane E. Warren;Frank Eisner;Frank Eisner;Chloe R. Marshall

  • Measurement Issues: Assessing language skills in young children.

    Julie E. Dockrell;Chloë R. Marshall

  • Teachers’ reported practices for teaching writing in England

    Julie E. Dockrell;Chloë R. Marshall;Dominic Wyse

  • Non-word Repetition Impairment in Autism and Specific Language Impairment: Evidence for Distinct Underlying Cognitive Causes

    David M. Williams;Heather Payne;Chloe Marshall

  • Lexical organization in deaf children who use British Sign Language: evidence from a semantic fluency task.

    Chloe R. Marshall;Katherine Rowley;Kathryn Mason;Rosalind Herman

  • Who did Buzz see someone? Grammaticality judgement of wh-questions in typically developing children and children with Grammatical-SLI.

    Heather K.J. van der Lely;Melanie Jones;Chloë R. Marshall

  • Investigating the impact of prosodic complexity on the speech of children with Specific Language Impairment

    CR Marshall;S Ebbels;J Harris;Hkj van der Lely

  • Deaf children's non-verbal working memory is impacted by their language experience

    Chloë Marshall;Anna Jones;Tanya Denmark;Kathryn Mason

  • Sentence repetition as a measure of morphosyntax in monolingual and bilingual children

    Mariam Komeili;Chloë R Marshall

  • Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children

    Anna Jones;Joanna Atkinson;Chloe Marshall;Nicola Botting

  • Derivational morphology in children with Grammatical- Specific Language Impairment

    C. R. Marshall;H. K. J. van der Lely

  • Current issues in developmental disorders

    Chloë R. Marshall

  • Parent–Child Interaction Therapy (PCIT) in school-aged children with specific language impairment

    Jessica Allen;Chloë R. Marshall

Frequent Co-Authors

Heather K. J. van der Lely
Heather K. J. van der Lely Harvard University
Bencie Woll
Bencie Woll University College London
Gabriella Vigliocco
Gabriella Vigliocco University College London
Julie E. Dockrell
Julie E. Dockrell University College London
Nicola Botting
Nicola Botting City, University of London
Franck Ramus
Franck Ramus École Normale Supérieure
Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago
Sophie K. Scott
Sophie K. Scott University College London
Theodoros Marinis
Theodoros Marinis University of Konstanz
Shula Chiat
Shula Chiat City, University of London

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Related Online Degrees & Career Pathways

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No matter where you plan to practice, exploring online degree programs and getting familiar with state-specific licensing rules can help set you on the right career path in psychology.

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