World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
49
Citations
8678
World Ranking
5718
National Ranking
3104

Lynne Vernon-Feagans 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 Lynne Vernon-Feagans 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: 120 publications — 32nd percentile

32% of scientists in this discipline score the same or lower.

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

Lynne Vernon-Feagans 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 Lynne Vernon-Feagans 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: 49 D-Index — 52nd percentile

52% of scientists in this discipline score the same or lower.

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

Overview

Lynne Vernon-Feagans is affiliated with the University of North Carolina at Chapel Hill in the United States and has contributed extensively to the fields of Social Sciences and Psychology. Their research primarily addresses Education, Developmental and Educational Psychology, Clinical Psychology, Statistics and Probability, and Information Systems, reflecting a multidisciplinary approach.

The scientist's work centers on topics such as Early Childhood Education and Development, Reading and Literacy Development, Child Development and Digital Technology, Child and Adolescent Psychosocial and Emotional Development, Parental Involvement in Education, Language Development and Disorders, and Education Systems and Policy.

Over the course of their career, Lynne Vernon-Feagans has published numerous papers, including:

  • Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes (2020), published in Child Development
  • Elementary Teachers' Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities (2021), published in Journal of Learning Disabilities
  • Latent class growth trajectories of letter name knowledge during pre-kindergarten and kindergarten (2020), published in Journal of Applied Developmental Psychology
  • Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes (2021), published in Child Development
  • Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade (2022), published in Developmental Psychology

Their publication venues include UNC Libraries, Child Development, Journal of Learning Disabilities, Journal of Applied Developmental Psychology, and Developmental Psychology.

Frequent co-authors who have collaborated with Lynne Vernon-Feagans include:

  • Mary Bratsch-Hines
  • Michael T. Willoughby
  • Patricia Garrett-Peters
  • Cheryl Varghese
  • Clancy Blair

Best Publications

  • Maternal Iron Deficiency Anemia Affects Postpartum Emotions and Cognition

    John L. Beard;Michael K. Hendricks;Eva M. Perez;Laura E. Murray-Kolb

  • Mother and father language input to young children: Contributions to later language development.

    Nadya Pancsofar;Lynne Vernon-Feagans

  • Predictors of behavioral regulation in kindergarten: Household chaos, parenting, and early executive functions.

    Lynne Vernon-Feagans;Michael Willoughby;Patricia Garrett-Peters

  • Chaos, poverty, and parenting: Predictors of early language development

    Lynne Vernon-Feagans;Patricia Garrett-Peters;Michael Willoughby;Roger Mills-Koonce

  • Mother-Infant Interactions and Infant Development Are Altered by Maternal Iron Deficiency Anemia

    Eva M. Perez;Michael K. Hendricks;John L. Beard;Laura E. Murray-Kolb

  • Fathers' Early Contributions to Children's Language Development in Families from Low-income Rural Communities.

    Nadya Pancsofar;Lynne Vernon-Feagans

  • Cumulative Social Risk, Parenting, and Infant Development in Rural Low-Income Communities

    Margaret Burchinal;Lynne Vernon-Feagans;Martha Cox

  • Multiple aspects of self-regulation uniquely predict mathematics but not letter-word knowledge in the early elementary grades.

    Clancy Blair;Alexandra Ursache;Mark Greenberg;Lynne Vernon-Feagans

  • Otitis media, hearing loss, and language learning: controversies and current research.

    Joanne Roberts;Lisa Hunter;Judith Gravel;Judith Gravel;Richard Rosenfeld

  • Early Communicative Gestures Prospectively Predict Language Development and Executive Function in Early Childhood

    Laura J. Kuhn;Michael T. Willoughby;Makeba Parramore Wilbourn;Lynne Vernon-Feagans

  • The Family Life Project: an epidemiological and developmental study of young children living in poor rural communities.

    Lynne Vernon-Feagans;Martha Cox;Flf Key Investigators

  • Children's Talk in Communities and Classrooms

    Lynne Vernon-Feagans

  • I. POVERTY, RURALITY, PARENTING, AND RISK: AN INTRODUCTION

    Lynne Vernon-Feagans;Martha Cox

  • Household Chaos and Children's Cognitive and Socio-Emotional Development in Early Childhood: Does Childcare Play a Buffering Role?

    Daniel Berry;Clancy Blair;Michael Willoughby;Patricia Garrett-Peters

  • Predictors of Maternal Language to Infants during a Picture Book Task in the Home: Family SES, Child Characteristics and the Parenting Environment.

    Lynne Vernon-Feagans;Nadya Pancsofar;Mike Willoughby;Erica Odom

  • The interplay among socioeconomic status, household chaos, and parenting in the prediction of child conduct problems and callous-unemotional behaviors.

    W. Roger Mills-Koonce;Michael T. Willoughby;Patricia Garrett-Peters;Nicholas Wagner

  • The Ecology of Early Reading Development for Children in Poverty

    Kirsten Kainz;Lynne Vernon‐Feagans

  • Thresholds in the association between child care quality and child outcomes in rural preschool children

    Margaret Burchinal;Lynne Vernon-Feagans;Virginia Vitiello;Mark Greenberg

  • The role of context in mother–child interactions: an analysis of communicative intents expressed during toy play and book reading with 12-month-olds

    Kristine M. Yont;Catherine E. Snow;Lynne Vernon-Feagans

  • Caring for infant daughters and sons in dual‐earner households: maternal reports of father involvement in weekday time and tasks

    Elizabeth E. Manlove;Lynne Vernon-Feagans

Frequent Co-Authors

Michael T. Willoughby
Michael T. Willoughby RTI International
Clancy Blair
Clancy Blair New York University
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Martha J. Cox
Martha J. Cox University of North Carolina at Chapel Hill
Ann C. Crouter
Ann C. Crouter Pennsylvania State University
Mark T. Greenberg
Mark T. Greenberg Pennsylvania State University
W. Roger Mills-Koonce
W. Roger Mills-Koonce University of North Carolina at Greensboro
Stephanie T. Lanza
Stephanie T. Lanza Pennsylvania State University
Keith A. Crnic
Keith A. Crnic Arizona State University
Linda M. Burton
Linda M. Burton University of California, Berkeley

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