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Psychology
Austria
2023

D-Index & Metrics

Psychology

D-Index
58
Citations
31876
World Ranking
3769
National Ranking
15

Research.com Recognitions

  • 2023 - Research.com Psychology in Austria Leader Award
  • 2022 - Research.com Psychology in Austria Leader Award

Overview

Heinz Wimmer is affiliated with the University of Salzburg in Austria. The research work is situated primarily at the intersection of Psychology, Mathematics, and Neuroscience, with a focus on several subfields including Developmental and Educational Psychology, Statistics and Probability, and Cognitive Neuroscience.

The scientist's recent publications include the paper titled Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia, published in 2020 in the journal Scientific Reports. This work has accumulated a number of citations, indicating engagement from the academic community.

The research topics covered by Heinz Wimmer reflect a multidisciplinary approach, combining aspects of literacy, cognitive development, and sensory processing. Specifically, the main topics include:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Tactile and Sensory Interactions

Frequent coauthors contributing to the research with Heinz Wimmer include:

  • Silvia Brem
  • Urs Maurer
  • Martin Kronbichler
  • Matthias Schurz
  • Fabio Richlan

Regarding publication venues, the scientific output appears primarily in the journal Scientific Reports, which is a notable platform for disseminating findings related to natural and social sciences.

Best Publications

  • Beliefs about beliefs: representation and constraining function of wrong beliefs in young children's understanding of deception.

    Heinz Wimmer;Josef Perner

  • “John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children ☆

    Josef Perner;Heinz Wimmer;Heinz Wimmer

  • Three-year-olds' difficulty with false belief: The case for a conceptual deficit

    Josef Perner;Susan R. Leekam;Heinz Wimmer

  • Characteristics of developmental dyslexia in a regular writing system

    Heinz Wimmer

  • Development of word reading fluency and spelling in a consistent orthography: An 8-year follow-up.

    Karin Landerl;Heinz Wimmer

  • Ignorance versus false belief: a developmental lag in attribution of epistemic states

    G.-Juergen Hogrefe;Heinz Wimmer;Josef Perner

  • The impact of orthographic consistency on dyslexia: A German-English comparison

    Karin Landerl;Heinz Wimmer;Uta Frith

  • The influence of orthographic consistency on reading development: word recognition in English and German children

    Heinz Wimmer;Usha Goswami

  • The double-deficit hypothesis and difficulties in learning to read a regular orthography

    Heinz Wimmer;Heinz Mayringer;Karin Landerl

  • Children's understanding of informational access as source of knowledge.

    Heinz Wimmer;G.-Jurgen Hogrefe;Josef Perner

  • Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies

    Fabio Richlan;Martin Kronbichler;Heinz Wimmer

  • Meta-analyzing brain dysfunctions in dyslexic children and adults

    Fabio Richlan;Martin Kronbichler;Heinz Wimmer

  • Learning to read: English in comparison to six more regular orthographies

    Mikko Aro;Heinz Wimmer

  • Differences in Phonological Recoding in German- and English-Speaking Children.

    Uta Frith;Heinz Wimmer;Karin Landerl

  • The relationship of phonemic awareness to reading acquisition: more consequence than precondition but still important.

    Heinz Wimmer;Karin Landerl;Renate Linortner;Peter Hummer

  • Dysfluent reading in the absence of spelling difficulties: A specific disability in regular orthographies.

    Heinz Wimmer;Heinz Mayringer

  • The visual word form area and the frequency with which words are encountered: evidence from a parametric fMRI study.

    Martin Kronbichler;Florian Hutzler;Heinz Wimmer;Alois Mair

  • Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit?

    Heinz Wimmer;Heinz Mayringer;Karin Landerl

  • Phoneme awareness and pathways into literacy: A comparison of German and American children

    Virginia Mann;Heinz Wimmer

  • Against the Cartesian view on mind: Young children's difficulty with own false beliefs

    Heinz Wimmer;Michael Hard

Frequent Co-Authors

Karin Landerl
Karin Landerl University of Graz
Josef Perner
Josef Perner University of Salzburg
Uta Frith
Uta Frith University College London
Urs Maurer
Urs Maurer Chinese University of Hong Kong
Daniel Brandeis
Daniel Brandeis University of Zurich
Johannes C. Ziegler
Johannes C. Ziegler Aix-Marseille University
Wolfgang Schneider
Wolfgang Schneider University of Würzburg
Marco Zorzi
Marco Zorzi University of Padua
Virginia A. Mann
Virginia A. Mann University of California, Irvine
Gerd Schulte-Körne
Gerd Schulte-Körne Ludwig-Maximilians-Universität München

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