World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
34
Citations
5628
World Ranking
10153
National Ranking
5349

Kathryn A. Bayles 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 Kathryn A. Bayles 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: 94 publications — 16th percentile

16% of scientists in this discipline score the same or lower.

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

Kathryn A. Bayles 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 Kathryn A. Bayles 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: 34 D-Index — 13th percentile

13% of scientists in this discipline score the same or lower.

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

Overview

Kathryn A. Bayles is affiliated with the University of Arizona in the United States. The academic profile available does not list specific recent papers, frequent co-authors, or noted publication venues, which suggests limited publicly available bibliographic data through this source.

There are no listed books attributed to their authorship nor recorded awards, indicating either a focus on other forms of scholarly contribution or a lack of publicly disclosed formal recognitions.

The absence of detailed data on main fields of study, subfields, or primary research topics makes it difficult to characterize the specific academic interests or disciplinary focus areas associated with their work. The profile also does not indicate any frequently recurring collaboration networks or thematic publication outlets that are typically used to map research influence or community engagement.

Despite the limited specific content, the association with a major research university such as the University of Arizona positions Kathryn A. Bayles within an academic environment that supports various research activities. This context implies engagement with scholarly inquiry and possibly contributions to academic service or teaching within their institution.

Best Publications

  • Confrontation naming impairment in dementia

    Kathryn A Bayles;Cheryl K Tomoeda

  • Communication and Cognition in Normal Aging and Dementia

    Kathryn A. Bayles;Alfred W. Kaszniak;Cheryl K. Tomoeda

  • Language function in senile dementia

    Kathryn A. Bayles

  • Contributions of frontal system dysfunction to memory and perceptual abilities in Parkinson's disease.

    Mark W. Bondi;Alfred W. Kaszniak;Kathryn A. Bayles;Katherine T. Vance

  • Early antecedents of childhood impulsivity: the role of parent-child interaction, cognitive competence, and temperament

    Sheryl L. Olson;John E. Bates;Kathryn Bayles

  • Mother–infant interaction and the development of individual differences in children's cognitive competence.

    Sheryl L. Olson;John E. Bates;Kathryn Bayles

  • Relation of linguistic communication abilities of Alzheimer's patients to stage of disease

    Kathryn A. Bayles;Cheryl K. Tomoeda;Michael W. Trosset

  • A longitudinal study of neuropsychological change in individuals with Parkinson's disease

    Tamiko Azuma;Robyn F. Cruz;Kathryn A. Bayles;Cheryl K. Tomoeda

  • Dimensions of individuality in the mother-infant relationship at six months of age.

    John E. Bates;Sheryl L. Olson;Gregory S. Pettit;Kathryn Bayles

  • Verbal perseveration of dementia patients.

    Kathryn A. Bayles;Cheryl K. Tomoeda;Alfred W. Kaszniak;Lawrence Z. Stern

  • Alzheimer's disease effects on semantic memory: Loss of structure or impaired processing?

    Kathryn A. Bayles;Cheryl K. Tomoeda;Alfred W. Kaszniak;Michael W. Trosset

  • Naming and categorical knowledge in Alzheimer's disease: The process of semantic memory deterioration

    Kathryn A. Bayles;Cheryl K. Tomoeda;Michael W. Trosset

  • The potential of language tasks for identifying senile dementia.

    Kathryn A. Bayles;Daniel R. Boone

  • Memory impairment and executive control in individuals with stroke-induced aphasia.

    Pelagie M. Beeson;Kathryn A. Bayles;Alan B. Rubens;Alfred W. Kaszniak

  • Effects of working memory deficits on the communicative functioning of Alzheimer’s dementia patients

    Kathryn A. Bayles

  • Generative naming in parkinson disease patients

    Kathryn A. Bayles;Michael W. Trosset;Cheryl K. Tomoeda;Erwin B. Montgomery

  • Comparing the difficulty of letter, semantic, and name fluency tasks for normal elderly and patients with Parkinson's disease

    Tamiko Azuma;Kathryn A. Bayles;Robyn F. Cruz;Cheryl K. Tomoeda

  • Longitudinal effects of Alzheimer disease on discourse production.

    Cheryl K. Tomoeda;Kathryn A. Bayles

  • Differentiating Alzheimer's Patients from the Normal Elderly and Stroke Patients with Aphasia

    Kathryn A. Bayles;Daniel R. Boone;Cheryl K. Tomoeda;Thomas J. Slauson

  • Evidence-based practice recommendations for working with individuals with dementia: Spaced-retrieval training

    Tammy Hopper;Nidhi Mahendra;Esther Kim;Tamiko Azuma

Frequent Co-Authors

Alfred W. Kaszniak
Alfred W. Kaszniak University of Arizona
Erwin B. Montgomery
Erwin B. Montgomery University of Wisconsin–Madison
Pélagie M. Beeson
Pélagie M. Beeson University of Arizona
Kathryn M. Yorkston
Kathryn M. Yorkston University of Washington
Patrick E. McKnight
Patrick E. McKnight George Mason University
Sandra B. Chapman
Sandra B. Chapman The University of Texas at Dallas
Alexander I. Tröster
Alexander I. Tröster Barrow Neurological Institute
Audrey Holland
Audrey Holland University of Arizona
Mark W. Bondi
Mark W. Bondi University of California, San Diego
Diane M. Jacobs
Diane M. Jacobs University of California, San Diego

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Related Online Degrees & Career Pathways

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Many universities provide online degree programs that align with these criteria, making study accessible and flexible. If you plan to work in another region, be sure to review information on how to become a mental health counselor in Fort Worth for guidance on navigating local statutes. Researching your target area’s requirements ensures your degree leads directly to the career you want.

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