World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
41
Citations
13530
World Ranking
7708
National Ranking
4125

Overview

John E. Richters is a researcher affiliated with the National Institutes of Health in the United States. Their work spans multiple fields, primarily focusing on biochemistry, genetics, molecular biology, psychology, and medicine. Within these overarching areas, Richters explores specialized subfields such as genetics, experimental and cognitive psychology, social psychology, psychiatry and mental health, and physiology.

The scientist's research addresses a variety of topics, including mental health research, cultural differences and values, cognitive abilities and testing, attention deficit hyperactivity disorder (ADHD), genetics and neurodevelopmental disorders, lysosomal storage disorders, and the intersection of race, genetics, and society.

Among their recent publications are:

  • Incredible Utility: The Lost Causes and Causal Debris of Psychological Science, 2021, published in Basic and Applied Social Psychology
  • Mutations in sphingolipid metabolism genes are associated with ADHD, 2020, published in Translational Psychiatry
  • Methodological question-begging about the causes of complex social traits, 2023, published in Behavioral and Brain Sciences

Frequent collaborators in Richters' research include Brooke S. G. Molina, Marcela Henríquez-Henríquez, Maria T. Acosta, Ariel F. Martinez, and Jorge I. Vélez.

Their work has appeared multiple times in journals such as Basic and Applied Social Psychology, Translational Psychiatry, and Behavioral and Brain Sciences, reflecting a consistent presence in these publication venues.

Best Publications

  • The Nimh Community Violence Project: I. Children as Victims of and Witnesses to Violence

    J. E. Richters;Purificacion Martinez

  • DSM-IV field trials for attention deficit hyperactivity disorder in children and adolescents.

    Benjamin B. Lahey;Brooks Applegate;Keith McBurnett;Joseph Biederman

  • Depressed mothers as informants about their children: a critical review of the evidence for distortion.

    John E. Richters

  • The NIMH community violence project: ii. Children's distress symptoms associated with violence exposure

    Purificacion Martinez;J. E. Richters

  • What aspects of peer relationships are impaired in children with attention-deficit/hyperactivity disorder?

    Betsy Hoza;Sylvie Mrug;Alyson C. Gerdes;Stephen P. Hinshaw

  • Violent communities, family choices, and children's chances: An algorithm for improving the odds

    John E. Richters;Pedro E. Martinez

  • NIMH Collaborative Multisite Multimodal Treatment Study of Children with ADHD: I. Background and Rationale

    John E. Richters;L. Eugene Arnold;Peter S. Jensen;Howard Abikoff

  • Marital adjustment, parental disagreements about child rearing, and behavior problems in boys: Increasing the specificity of the marital assessment.

    Ernest N. Jouriles;Christopher M. Murphy;Annette M. Farris;David A. Smith

  • Depressed mothers' judgments about their children: an examination of the depression-distortion hypothesis.

    John Richters;David S. Pellegrini

  • Test-retest reliability of the Diagnostic Interview Schedule for Children (DISC 2.1). Parent, child, and combined algorithms.

    Peter Jensen;Margaret Roper;Prudence Fisher;John Piacentini

  • National Institute of Mental Health Collaborative Multimodal Treatment Study of Children With ADHD (the MTA): Design Challenges and Choices

    L E Arnold;H B Abikoff;D P Cantwell;C K Conners

  • Functional Adult Outcomes 16 Years After Childhood Diagnosis of Attention-Deficit/Hyperactivity Disorder: MTA Results.

    Lily Hechtman;James M. Swanson;Margaret H. Sibley;Annamarie Stehli

  • Young adult outcomes in the follow‐up of the multimodal treatment study of attention‐deficit/hyperactivity disorder: symptom persistence, source discrepancy, and height suppression

    James M. Swanson;L. Eugene Arnold;Brooke S.G. Molina;Margaret H. Sibley

  • The NIMH methods for the epidemiology of child and adolescent mental disorders (MECA) study: Background and methodology

    Benjamin B. Lahey;Elaine W. Flagg;Hector R. Bird;Mary E. Schwab-Stone

  • Learning to love: Mechanisms and milestones.

    Everett Waters;Kiyomi Kondo-Ikemura;German Posada;John E. Richters

  • Anxiety and depressive disorders in attention deficit disorder with hyperactivity: New findings.

    Peter S. Jensen;Robert E. Shervette;Stephen N. Xenakis;John Richters

  • Defining ADHD symptom persistence in adulthood: optimizing sensitivity and specificity

    Margaret H. Sibley;James M. Swanson;L. Eugene Arnold;Lily T. Hechtman

  • Global measures of impairment for epidemiologic and clinical use with children and adolescents.

    Hector R. Bird;Howard Andrews;Mary Schwab‐Stone;Sherryl Goodman

  • The Hubble hypothesis and the developmentalist's dilemma.

    John E. Richters

  • Comprehensive assessment of childhood Attention-Deficit Hyperactivity Disorder in the context of a multisite, multimodal clinical trial:

    S.P. Hinshaw;J.S. March;J.S. March;H. Abikoff;L.E. Arnold;L.E. Arnold

Frequent Co-Authors

Stephen P. Hinshaw
Stephen P. Hinshaw University of California, Berkeley
Karen C. Wells
Karen C. Wells Duke University
Helena C. Kraemer
Helena C. Kraemer Stanford University
Hector R. Bird
Hector R. Bird Columbia University
James M. Swanson
James M. Swanson University of California, Irvine
Sherryl H. Goodman
Sherryl H. Goodman Emory University
Everett Waters
Everett Waters Stony Brook University
Benjamin B. Lahey
Benjamin B. Lahey University of Chicago
L. Eugene Arnold
L. Eugene Arnold The Ohio State University
John S. March
John S. March Duke University

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

If you’re considering studying Psychology in the USA, there are many related online degrees that can open doors to rewarding career pathways—particularly in social work. Each state has specific requirements for those looking to become social workers, and these often start with a bachelor’s or master’s degree in Social Work or a related field.

For example, the degree needed to be a social worker in New Hampshire typically includes a Bachelor of Social Work (BSW) at minimum, while advanced roles require a Master of Social Work (MSW). Similarly, the New Jersey education requirements for social workers emphasize accredited social work programs and supervised clinical experience.

Requirements vary by location; for example, the degree needed to be a social worker in New Mexico and social worker degree requirements in New York both stress the value of state-licensed, accredited degrees and practical experience. Many universities now provide flexible online options, making it easier to start or advance your career in psychology and social work while balancing other commitments.

Best Scientists Citing John E. Richters

Trending Scientists