World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
34
Citations
4942
World Ranking
10210
National Ranking
1006

Overview

Michael Shayer is affiliated with King's College London in the United Kingdom. Their academic career is centered around research and scholarship within a reputable European institution.

No specific recent papers, co-authors, publication venues, book publications, fields of study, subfields, or main topics of their research have been documented in the provided data.

There is no information available regarding awards or distinctions received by Michael Shayer.

The absence of listed research outputs and detailed topics suggests that publicly accessible bibliographic or citation records may be limited or not fully captured in this summary. Further exploration through academic databases or institutional profiles could provide additional details about their contributions.

Best Publications

  • Really Raising Standards: Cognitive intervention and academic achievement

    Philip Adey;Michael Shayer

  • Towards a science of science teaching

    Michael Shayer

  • An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in the High School Science Curriculum

    Philip Adey;Michael Shayer

  • THE DISTRIBUTION OF PIAGETIAN STAGES OF THINKING IN BRITISH MIDDLE AND SECONDARY SCHOOL CHILDREN

    M. Shayer;D. E. Küchemann;H. Wylam

  • Accelerating the development of formal thinking in middle and high school students

    Phillip Adey;Michael Shayer

  • Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability

    Philip Adey;Benő Csapó;Andreas Demetriou;Jarkko Hautamäki

  • Towards a science of science teaching : cognitive development and curriculum demand

    Michael Shayer;Philip Adey

  • Thirty years on - a large anti-Flynn effect? The Piagetian test Volume & Heaviness norms 1975-2003.

    Michael Shayer;Denise Ginsburg;Robert Coe

  • THE DISTRIBUTION OF PIAGETIAN STAGES OF THINKING IN BRITISH MIDDLE AND SECONDARY SCHOOL CHILDREN. II—14- to 16-YEAR-OLDS AND SEX DIFFERENTIALS

    M. Shayer;H. Wylam

  • Not just Piaget; not just Vygotsky, and certainly not Vygotsky as alternative to Piaget

    Michael Shayer

  • Learning Intelligence: Cognitive Acceleration across the curriculum from 5 to 15 Years

    Michael Shayer;Phillip Adey

  • Accelerating the development of formal thinking in middle and high school students IV: Three years after a two-year intervention

    Michael Shayer;Philip S. Adey

  • Cycles in speed-working memory-G relations: Towards a developmental–differential theory of the mind

    Andreas Demetriou;George Spanoudis;Michael Shayer;Antigoni Mouyi

  • The structure and scaling of concrete operational thought: three studies in four countries

    M. Shayer;A. Demetriou;Muhammad Pervez

  • The development of the concepts of heat and temperature in 10‐13 year‐olds

    Michael Shayer;Hugh Wylam

  • Relations between speed, working memory, and intelligence from preschool to adulthood: Structural equation modeling of 14 studies

    Andreas Demetriou;George Spanoudis;Michael Shayer;Sanne van der Ven

  • Cognitive Acceleration through Science Education II: Its Effects and Scope.

    Michael Shayer

  • Neo-Piagetian Theories of Cognitive Development : Implications and Applications for Education

    Andreas Demetriou;Michael Shayer;Anastasia Efklides

  • Thirty years on – a large anti-Flynn effect/ (II): 13- and 14-year-olds. Piagetian tests of formal operations norms 1976–2006/7

    Michael Shayer;Denise Ginsburg

  • Mapping the dimensions of general intelligence: An integrated differential-developmental theory.

    Andreas Demetriou;Nikolaos Makris;George Spanoudis;Smaragda Kazi

Frequent Co-Authors

Andreas Demetriou
Andreas Demetriou University of Cyprus
George Spanoudis
George Spanoudis University of Cyprus
Anastasia Efklides
Anastasia Efklides Aristotle University of Thessaloniki
Evelyn H. Kroesbergen
Evelyn H. Kroesbergen Radboud University

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