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Paul van den Broek

Paul van den Broek

D-Index & Metrics

Psychology

D-Index
66
Citations
20100
World Ranking
2675
National Ranking
140

Paul van den Broek 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 Paul van den Broek 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: 157 publications — 53rd percentile

53% of scientists in this discipline score the same or lower.

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

Paul van den Broek 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 Paul van den Broek 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: 66 D-Index — 77th percentile

77% of scientists in this discipline score the same or lower.

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

Overview

Paul van den Broek is affiliated with Leiden University in the Netherlands. Their research primarily spans the field of psychology, with a focus on developmental and educational psychology, cognitive neuroscience, and experimental and cognitive psychology. Additional interests include education and artificial intelligence.

Their work addresses a variety of topics, including:

  • Reading and Literacy Development
  • Educational Strategies and Epistemologies
  • Neurobiology of Language and Bilingualism
  • Visual and Cognitive Learning Processes
  • Innovative Teaching and Learning Methods
  • Education, Achievement, and Giftedness
  • School Choice and Performance

Recent publications by Paul van den Broek include:

  • "Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement" (2020) published in Education Research International
  • "What you read versus what you know: Neural correlates of accessing context information and background knowledge in constructing a mental representation during reading." (2020) published in Journal of Experimental Psychology General
  • "Differentiating Text-Based and Knowledge-Based Validation Processes during Reading: Evidence from Eye Movements" (2020) published in Discourse Processes
  • "Minding the load or loading the mind: The effect of manipulating working memory on coherence monitoring" (2021) published in Journal of Memory and Language
  • "The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes" (2020) published in Frontline Learning Research

Frequent co-authors with whom they have collaborated include:

  • Marianne L. van Moort
  • Arnout Koornneef
  • Dietsje Jolles
  • Amy de Bruïne
  • Nadira Saab

Their publications have appeared frequently in the following venues:

  • Discourse Processes
  • Education Research International
  • Journal of Experimental Psychology General
  • Journal of Memory and Language
  • Frontline Learning Research

Best Publications

  • Causal thinking and the representation of narrative events

    Tom Trabasso;Paul van den Broek

  • Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills

    Panayiota A Kendeou;Paul van den Broek;Mary Jane White;Julie S. Lynch

  • Sources of Individual Differences in Reading Comprehension and Reading Fluency.

    Joseph R. Jenkins;Lynn S. Fuchs;Paul van den Broek;Christine Espin

  • Logical necessity and transitivity of causal relations in stories

    Tom Trabasso;Paul van den Broek;So Young Suh

  • The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts.

    Panayiota Kendeou;Paul van den Broek

  • The effects of readers' goals on inference generation and memory for texts.

    Paul van den Broek;Robert F. Lorch;Tracy Linderholm;Mary Gustafson

  • Comprehension and memory of narrative texts: Inferences and coherence.

    Paul van den Broek

  • A Cognitive View of Reading Comprehension: Implications for Reading Difficulties

    Panayiota A Kendeou;Paul Van Den Broek;Anne Helder;Josefine Karlsson

  • Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention

    David N. Rapp;Paul Van Den Broek;Kristen L McMaster;Panayiota A Kendeou

  • Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension

    Paul Van Den Broek;David N. Rapp;Panayiota A Kendeou

  • Using texts in science education: cognitive processes and knowledge representation

    Paul van den Broek;Paul van den Broek

  • The causal inference maker: Towards a process model of inference generation in text comprehension.

    Paul van den Broek

  • The effects of reading purpose and working memory capacity on the processing of expository text.

    Tracy Linderholm;Paul van den Broek

  • Simple but complex: components of the simple view of reading across grade levels

    Janet Tilstra;Kristen McMaster;Paul Van Den Broek;Panayiota Kendeou

  • Children's inference generation across different media

    Panayiota Kendeou;Catherine Bohn-Gettler;Mary Jane White;Paul Van Den Broek

  • A "landscape" view of reading: Fluctuating patterns of activation and the construction of a stable memory representation.

    Paul van den Broek;Kirsten Risden;Charles R. Fletcher;Richard Thurlow

  • The role of readers' standards for coherence in the generation of inferences during reading.

    Paul van den Broek;Kirsten Risden;Elizabeth Husebye-Hartmann

  • Cognitive Processes in Comprehension of Science Texts : The Role of Co-Activation in Confronting Misconceptions

    Paul van den Broek;Panayiota Kendeou

  • The influence of reading purpose on inference generation and comprehension in reading.

    Darcia Narvaez;Paul van den Broek;Angela Barrón Ruiz

  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance

    Bart Huisman;Nadira Saab;Jan van Driel;Paul van den Broek

  • The Effects of Readers' Misconceptions on Comprehension of Scientific Text

    Panayiota A Kendeou;Paul Van Den Broek

Frequent Co-Authors

Panayiota Kendeou
Panayiota Kendeou University of Minnesota
David N. Rapp
David N. Rapp Northwestern University
Christine A. Espin
Christine A. Espin Leiden University
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Susan R. Goldman
Susan R. Goldman University of Illinois at Chicago
Elizabeth Pugzles Lorch
Elizabeth Pugzles Lorch University of Kentucky
Robert F. Lorch
Robert F. Lorch University of Kentucky
Arthur C. Graesser
Arthur C. Graesser University of Memphis
Richard Milich
Richard Milich University of Kentucky
Tom Trabasso
Tom Trabasso University of Chicago

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