World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
90
Citations
30474
World Ranking
953
National Ranking
601

John E. Lochman 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 John E. Lochman 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: 400 publications — 94th percentile

94% of scientists in this discipline score the same or lower.

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

John E. Lochman 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 John E. Lochman 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: 90 D-Index — 92nd percentile

92% of scientists in this discipline score the same or lower.

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

Overview

John E. Lochman is affiliated with the University of Alabama in the United States. Their research primarily focuses on psychology, with a substantial body of work in clinical psychology. Other notable subfields in their research include education, psychiatry and mental health, developmental and educational psychology, and social psychology.

The scientist's research interests encompass topics such as child and adolescent psychosocial and emotional development, early childhood education and development, bullying, victimization, and aggression, behavioral and psychological studies, suicide and self-harm studies, substance abuse treatment and outcomes, and youth development and social support.

John E. Lochman has contributed to several research articles, including:

  • An organization- and category-level comparison of diagnostic requirements for mental disorders in ICD-11 and DSM-5 (2021), published in World Psychiatry
  • Diagnostic classification of irritability and oppositionality in youth: a global field study comparing ICD-11 with ICD-10 and DSM-5 (2020), published in Journal of Child Psychology and Psychiatry
  • The Fast Track intervention's impact on behaviors of despair in adolescence and young adulthood (2020), published in Proceedings of the National Academy of Sciences
  • Kindergarten conduct problems are associated with monetized outcomes in adolescence and adulthood (2023), published in Journal of Child Psychology and Psychiatry
  • Pretend play as a protective factor for developing executive functions among children living in poverty (2020), published in Cognitive Development

Frequent coauthors collaborating with John E. Lochman include:

  • Nicole P. Powell
  • Robert J. McMahon (11 publications)
  • Lixin Qu (11 publications)
  • Kenneth A. Dodge (10 publications)
  • Mark T. Greenberg (8 publications)

In terms of publication venues, the most common journals and publishers for Lochman's work are:

  • Prevention Science (5 publications)
  • UNC Libraries (5 publications)
  • Journal of Clinical Child & Adolescent Psychology (3 publications)
  • Journal of Child Psychology and Psychiatry (2 publications)
  • Brain Sciences (2 publications)

Best Publications

  • Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth

    Kenneth A. Dodge;John E. Lochman;Jennifer D. Harnish;John E. Bates

  • Predicting early adolescent disorder from childhood aggression and peer rejection.

    John D. Coie;John E. Lochman;Robert Terry;Clarine Hyman

  • Social-cognitive processes of severely violent, moderately aggressive, and nonaggressive boys

    John E. Lochman;Kenneth A. Dodge

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: I. The High-Risk Sample

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Initial Impact of the Fast Track Prevention Trial for Conduct Problems: II. Classroom Effects

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Callous/unemotional traits and social-cognitive processes in adjudicated youths

    Dustin A. Pardini;John E. Lochman;Paul J. Frick

  • The coping power program for preadolescent aggressive boys and their parents: outcome effects at the 1-year follow-up.

    John E. Lochman;Karen C. Wells

  • Childhood peer rejection and aggression as predictors of stable patterns of adolescent disorder

    John Coie;Robert Terry;Kari Lenox;John Lochman

  • Cognitive-behavioral intervention with aggressive boys: three-year follow-up and preventive effects.

    John E. Lochman

  • The effects of a multiyear universal social–emotional learning program: The role of student and school characteristics.

    Karen L. Bierman;John D. Coie;Kenneth A. Dodge;Mark T. Greenberg

  • Contextual social-cognitive mediators and child outcome: a test of the theoretical model in the Coping Power program.

    John E. Lochman;Karen C. Wells

  • Classroom environment influences on aggression, peer relations, and academic focus

    Joan M. Barth;Sarah T. Dunlap;Heather Dane;John E. Lochman

  • Treatment and generalization effects of cognitive-behavioral and goal-setting interventions with aggressive boys.

    John E. Lochman;Peter R. Burch;John F. Curry;Louise B. Lampron

  • Multidimensional latent-construct analysis of children's social information processing patterns: correlations with aggressive behavior problems.

    Kenneth A. Dodge;Robert Laird;John E. Lochman;Arnaldo Zelli

  • The Coping Power program at the middle-school transition: universal and indicated prevention effects.

    John E. Lochman;Karen C. Wells

  • Screening of child behavior problems for prevention programs at school entry.

    John E. Lochman

  • The development of callous-unemotional traits and antisocial behavior in children: are there shared and/or unique predictors?

    Dustin A. Pardini;John E. Lochman;Nicole Powell

  • Effectiveness of the coping power program and of classroom intervention with aggressive children: Outcomes at a 1-year follow-up*

    John E. Lochman;Karen C. Wells

  • Effectiveness of a social relations intervention program for aggressive and nonaggressive, rejected children.

    John E. Lochman;John D. Coie;Marion K. Underwood;Robert Terry

  • Cognitive–behavioral assessment and treatment with aggressive children.

    John E. Lochman;Janet M. Whidby;David P. FitzGerald

Frequent Co-Authors

Karen C. Wells
Karen C. Wells Duke University
John D. Coie
John D. Coie Duke University
Kenneth A. Dodge
Kenneth A. Dodge Duke University
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
Walter Matthys
Walter Matthys Utrecht University
Robert J. McMahon
Robert J. McMahon Simon Fraser University
Paula J. Fite
Paula J. Fite University of Kansas
Karen L. Bierman
Karen L. Bierman Pennsylvania State University
Ellen E. Pinderhughes
Ellen E. Pinderhughes Tufts University
Annalaura Nocentini
Annalaura Nocentini University of Florence

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