World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
52
Citations
23603
World Ranking
4886
National Ranking
2687

Katherine Magnuson 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 Katherine Magnuson 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: 344 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: 34 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 701–705 publications: 5 scientists 706+ publications: 100 scientists
31 publications 706+

This scientist: 101 publications — 21st percentile

21% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 706 publications or more.

Katherine Magnuson 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 Katherine Magnuson 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: 559 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: 87 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: 79 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: 52 D-Index — 57th percentile

57% of scientists in this discipline score the same or lower.

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

Overview

Katherine Magnuson is affiliated with the University of Wisconsin-Madison in the United States. Their research primarily spans the intersection of social sciences and medicine, with a strong emphasis on education, general health professions, and safety research. Their work additionally touches on gender studies and public health, environmental, and occupational health.

Magnuson's scholarly contributions address multiple topics with a focus on social and public welfare issues. Key research areas include:

  • Gender, Labor, and Family Dynamics
  • Early Childhood Education and Development
  • Poverty, Education, and Child Welfare
  • Food Security and Health in Diverse Populations
  • Homelessness and Social Issues
  • Maternal Mental Health During Pregnancy and Postpartum
  • Financial Literacy, Pension, Retirement Analysis

Their recent publications reflect these interests, with influential papers that explore poverty reduction's effects on infant brain activity and the broader implications for child development and maternal health. Notable works include:

  • "The impact of a poverty reduction intervention on infant brain activity," 2022, Proceedings of the National Academy of Sciences
  • "Baby's First Years: Design of a Randomized Controlled Trial of Poverty Reduction in the United States," 2021, PEDIATRICS
  • "Unconditional cash transfers and maternal substance use: findings from a randomized control trial of low-income mothers with infants in the U.S.," 2022, BMC Public Health
  • "Does early childhood education help to improve high school outcomes? Results from Tulsa," 2022, Child Development
  • "Unconditional Cash Transfers and Maternal Assessments of Children's Health, Nutrition, and Sleep," 2023, JAMA Network Open

Magnuson often collaborates with several frequent co-authors, which include:

  • Kimberly G. Noble
  • Lisa A. Gennetian
  • Hirokazu Yoshikawa
  • Greg J. Duncan
  • Nathan A. Fox

Their research findings have appeared in reputable venues such as:

  • SSRN Electronic Journal
  • North American Proceedings in Gynecology & Obstetrics
  • Proceedings of the National Academy of Sciences
  • Child Development
  • Social Service Review

Katherine Magnuson's body of work integrates rigorous study design and multidisciplinary collaboration, reflecting extensive engagement with topics affecting vulnerable populations, especially children and families impacted by poverty and social inequality.

Best Publications

  • School Readiness and Later Achievement

    Greg J. Duncan;Chantelle J. Dowsett;Amy Claessens;Katherine Magnuson

  • Inequality in Preschool Education and School Readiness

    Katherine A. Magnuson;Marcia K. Meyers;Christopher J. Ruhm;Jane Waldfogel

  • Investing in Our Future: The Evidence Base on Preschool Education

    Hirokazu Yoshikawa;Christina Weiland;Jeanne Brooks-Gunn;Margaret R. Burchinal

  • Investing in Preschool Programs

    Greg J. Duncan;Katherine Magnuson

  • Does Prekindergarten Improve School Preparation and Performance

    Katherine A Magnuson;Christopher J Ruhm;Jane Waldfogel

  • Early childhood care and education: effects on ethnic and racial gaps in school readiness.

    Katherine A. Magnuson;Jane Waldfogel

  • The nature and impact of early achievement skills, attention skills, and behavior problems

    Greg J. Duncan;Katherine Magnuson

  • Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps

    Greg J. Duncan;Katherine A. Magnuson

  • The Psychological Experience of Immigration: A Developmental Perspective

    Cynthia García Coll;Katherine Magnuson

  • Off with Hollingshead: Socioeconomic resources, parenting, and child development.

    Greg J. Duncan;Katherine A. Magnuson

  • Socioeconomic status and cognitive functioning: moving from correlation to causation

    Greg J. Duncan;Katherine Magnuson

  • Maternal education and children's academic achievement during middle childhood.

    Katherine Magnuson

  • The Persistence of Preschool Effects: Do Subsequent Classroom Experiences Matter

    Katherine A. Magnuson;Christopher Ruhm;Jane Waldfogel

  • Moving Beyond Correlations in Assessing the Consequences of Poverty.

    Greg J Duncan;Katherine Magnuson;Elizabeth Votruba-Drzal

  • Preschool and School Readiness of Children of Immigrants

    Katherine Magnuson;Claudia Lahaie;Jane Waldfogel

  • Work-based antipoverty programs for parents can enhance the school performance and social behavior of children.

    Aletha C. Huston;Greg J. Duncan;Robert Granger;Johannes Bos

  • The Importance of Early Childhood Poverty

    Greg J. Duncan;Katherine Magnuson;Ariel Kalil;Kathleen Ziol-Guest

  • Family Structure States and Transitions: Associations With Children's Well-Being During Middle Childhood

    Katherine Magnuson;Lawrence M. Berger

  • Boosting Family Income to Promote Child Development.

    Greg J. Duncan;Katherine Magnuson;Elizabeth Votruba-Drzal

  • Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes.

    Dana Charles McCoy;Hirokazu Yoshikawa;Kathleen M. Ziol-Guest;Greg J. Duncan

  • Increases in Maternal Education and Young Children's Language Skills

    Katherine A. Magnuson;Holly R. Sexton;Pamela E. Davis-Kean;Aletha C. Huston

Frequent Co-Authors

Hirokazu Yoshikawa
Hirokazu Yoshikawa New York University
Lawrence M. Berger
Lawrence M. Berger University of Wisconsin–Madison
Elizabeth Votruba-Drzal
Elizabeth Votruba-Drzal University of Pittsburgh
Pamela E. Davis-Kean
Pamela E. Davis-Kean University of Michigan–Ann Arbor
Jeanne Brooks-Gunn
Jeanne Brooks-Gunn Columbia University
Ariel Kalil
Ariel Kalil University of Chicago
Deborah A. Phillips
Deborah A. Phillips Georgetown University
Cynthia Garcia Coll
Cynthia Garcia Coll University of Puerto Rico
Gregory S. Pettit
Gregory S. Pettit Auburn University
Aletha C. Huston
Aletha C. Huston The University of Texas at Austin

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