H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Psychology D-index 78 Citations 21,472 208 World Ranking 912 National Ranking 578

Research.com Recognitions

Awards & Achievements

2020 - Fellow of the American Educational Research Association

2018 - Outstanding Public Communication of Education Research Award, American Educational Research Association

2015 - James McKeen Cattell Fellow Award, Association for Psychological Science

Overview

What is she best known for?

The fields of study she is best known for:

  • Developmental psychology
  • Artificial intelligence
  • Social science

Kathy Hirsh-Pasek focuses on Developmental psychology, Language acquisition, Language development, Child care and Cognitive development. She combines subjects such as Pedagogy, Curriculum and Human development with her study of Developmental psychology. She has included themes like Perception, Verb, Comprehension approach, Grammar and Semantics in her Language acquisition study.

Her work deals with themes such as Social relation, Nonverbal communication, Vocabulary, Word learning and Interpersonal relationship, which intersect with Language development. She focuses mostly in the field of Word learning, narrowing it down to matters related to Videoconferencing and, in some cases, Context. Her Cognitive development research integrates issues from Attention span, Child development, Erikson's stages of psychosocial development and Elementary cognitive task.

Her most cited work include:

  • The eyes have it: lexical and syntactic comprehension in a new paradigm. (473 citations)
  • Breaking the language barrier: an emergentist coalition model for the origins of word learning. (471 citations)
  • Clauses are perceptual units for young infants (431 citations)

What are the main themes of her work throughout her whole career to date?

Her scientific interests lie mostly in Developmental psychology, Language acquisition, Language development, Cognitive psychology and Vocabulary. As a part of the same scientific study, Kathy Hirsh-Pasek usually deals with the Developmental psychology, concentrating on Cognitive development and frequently concerns with Cognitive science. Kathy Hirsh-Pasek works mostly in the field of Language acquisition, limiting it down to topics relating to Verb and, in certain cases, Noun, Action and Motion, as a part of the same area of interest.

The Language development study combines topics in areas such as Context, Word recognition and Word learning. As part of the same scientific family, Kathy Hirsh-Pasek usually focuses on Cognitive psychology, concentrating on Perception and intersecting with Social psychology. The various areas that Kathy Hirsh-Pasek examines in her Vocabulary study include Mathematics education, Comprehension and Literacy.

She most often published in these fields:

  • Developmental psychology (24.46%)
  • Language acquisition (20.50%)
  • Language development (17.99%)

What were the highlights of her more recent work (between 2017-2021)?

  • Cognitive psychology (16.55%)
  • Vocabulary (17.63%)
  • Developmental psychology (24.46%)

In recent papers she was focusing on the following fields of study:

Her main research concerns Cognitive psychology, Vocabulary, Developmental psychology, Mathematics education and Vocabulary development. Her Cognitive psychology study combines topics in areas such as Motion, Relation, Perception and Action. Her research investigates the connection between Vocabulary and topics such as Semantics that intersect with issues in Semantic network, Taxonomy and Concept learning.

Kathy Hirsh-Pasek works mostly in the field of Developmental psychology, limiting it down to concerns involving Comprehension and, occasionally, Narrative and Reading. Her Mathematics education research is multidisciplinary, incorporating elements of Literacy, Spatial ability and Early childhood education. Her Vocabulary development research is multidisciplinary, incorporating perspectives in Language acquisition and Language development.

Between 2017 and 2021, her most popular works were:

  • Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences (107 citations)
  • The Power of Play: A Pediatric Role in Enhancing Development in Young Children (80 citations)
  • Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school (63 citations)

In her most recent research, the most cited papers focused on:

  • Developmental psychology
  • Artificial intelligence
  • Social science

Her scientific interests lie mostly in Vocabulary, Developmental psychology, Cognitive psychology, Vocabulary development and Playful learning. Her Vocabulary research includes themes of Mathematical ability, Knowledge level and Spatial ability. Her Developmental psychology study incorporates themes from Narrative, Comprehension, Reading, Literacy and Set.

Her biological study spans a wide range of topics, including Language acquisition, At-risk students, Language development and Vocabulary learning. Language acquisition and Miller are two areas of study in which Kathy Hirsh-Pasek engages in interdisciplinary work. Kathy Hirsh-Pasek incorporates Language development and Socioeconomic status in her studies.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Clauses are perceptual units for young infants

Kathy Hirsh-Pasek;Deborah G. Kemler Nelson;Peter W. Jusczyk;Kimberly Wright Cassidy.
Cognition (1987)

799 Citations

The eyes have it: lexical and syntactic comprehension in a new paradigm.

Roberta Michnick Golinkoff;Kathryn Hirsh-Pasek;Kathleen M. Cauley;Laura Gordon.
Journal of Child Language (1987)

740 Citations

Early object labels: the case for a developmental lexical principles framework.

Roberta Michnick Golinkoff;Carolyn B. Mervis;Kathryn Hirsh-Pasek.
Journal of Child Language (1994)

737 Citations

Breaking the language barrier: an emergentist coalition model for the origins of word learning.

George J. Hollich;Kathy Hirsh-Pasek;Roberta Michnick Golinkoff;Rebecca J. Brand.
Monographs of The Society for Research in Child Development (2000)

716 Citations

The Origins of Grammar: Evidence from Early Language Comprehension

Kathy Hirsh-Pasek;Roberta Michnick Golinkoff.
(1999)

711 Citations

Play = Learning: How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth

Dorothy G. Singer;Roberta Michnick Golinkoff;Kathy Hirsh-Pasek.
(2006)

690 Citations

Putting Education in “Educational” Apps Lessons From the Science of Learning

Kathy Hirsh-Pasek;Jennifer M. Zosh;Roberta Michnick Golinkoff;James H. Gray.
Psychological Science in the Public Interest (2015)

661 Citations

The relation of child care to cognitive and language development

A Clarke-Stewart;S Friedman;Dane Phillips;CL Booth.
(1999)

658 Citations

Perception of acoustic correlates of major phrasal units by young infants.

Peter W Jusczyk;Peter W Jusczyk;Kathy Hirsh-Pasek;Deborah G Kemler Nelson;Lori J Kennedy.
Cognitive Psychology (1992)

577 Citations

How the prosodic cues in motherese might assist language learning.

Deborah G. Kemler Nelson;Kathy Hirsh-Pasek;Peter W. Jusczyk;Kimberly Wright Cassidy.
Journal of Child Language (1989)

545 Citations

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