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D-Index & Metrics

Psychology

D-Index
82
Citations
26077
World Ranking
1330
National Ranking
800

Philip S. Dale 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 Philip S. Dale 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: 242 publications — 79th percentile

79% of scientists in this discipline score the same or lower.

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

Philip S. Dale 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 Philip S. Dale 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: 82 D-Index — 89th percentile

89% of scientists in this discipline score the same or lower.

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

Overview

Philip S. Dale is affiliated with the University of New Mexico in the United States. Their research spans multiple fields within psychology and social sciences, with a strong focus on developmental and educational psychology, genetics, education, and clinical and experimental cognitive psychology.

The primary topics of Philip S. Dale's work include:

  • Reading and Literacy Development
  • Language Development and Disorders
  • Genetics and Neurodevelopmental Disorders
  • Early Childhood Education and Development
  • Cognitive Abilities and Testing
  • Genetic Associations and Epidemiology
  • Child Development and Digital Technology

The scientist has contributed to several frequent publication venues:

  • bioRxiv (Cold Spring Harbor Laboratory)
  • Journal of Speech Language and Hearing Research
  • Journal of Child Psychology and Psychiatry
  • Nature Genetics
  • npj Science of Learning

Recent publications by Philip S. Dale highlight a focus on genetic factors in cognitive and language-related traits, as well as the development of cognitive abilities. Notable papers include:

  • "Discovery of 42 genome-wide significant loci associated with dyslexia" (2022, Nature Genetics)
  • "Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people" (2022, Proceedings of the National Academy of Sciences)
  • "Evidence for a unitary structure of spatial cognition beyond general intelligence" (2020, npj Science of Learning)
  • "Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance" (2020, Child Development)
  • "Pathfinder: a gamified measure to integrate general cognitive ability into the biological, medical, and behavioural sciences" (2021, Molecular Psychiatry)

Philip S. Dale has worked frequently with several co-authors, including:

  • Robert Plomin
  • Andrea G. Allegrini
  • Marianna E. Hayiou-Thomas
  • Kaili Rimfeld
  • Ellen Verhoef

Their academic contributions also include publications in book form. One such publication is titled "Language Assessments for Preschool Children" (2022), published by Cambridge University Press.

Best Publications

  • Variability in Early Communicative Development

    L Fenson;P S Dale;J S Reznick;E Bates

  • Developmental and Stylistic Variation in the Composition of Early Vocabulary.

    Elizabeth Bates;Virginia A. Marchman;Donna Thal;Larry Fenson

  • Short-form versions of the MacArthur Communicative Development Inventories.

    Larry Fenson;Steve Pethick;Connie Renda;Jeffrey L. Cox

  • Lexical development norms for young children

    Philip S. Dale;Larry Fenson

  • Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years.

    Philip S. Dale;Thomas S. Price;Dorothy V. M. Bishop;Robert Plomin

  • The validity of a parent report instrument of child language at twenty months.

    Philip S. Dale;Elizabeth Bates;J. Steven Reznick;Colleen Morisset

  • Does frequency count? Parental input and the acquisition of vocabulary.

    Judith C. Goodman;Philip S. Dale;Ping Li

  • True grit and genetics: Predicting academic achievement from personality.

    Kaili Rimfeld;Yulia Kovas;Philip S. Dale;Robert Plomin

  • The validity of a parent report measure of vocabulary and syntax at 24 months.

    Philip S. Dale

  • The Genetic and Environmental Origins of Learning Abilities and Disabilities in the Early School Years

    Yulia Kovas;Claire M. A. Haworth;Philip S. Dale;Robert Plomin

  • Concurrent and predictive validity of parent reports of child language at ages 2 and 3 years.

    Heidi M. Feldman;Philip S. Dale;Thomas F. Campbell;D. Kathleen Colborn

  • The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.

    Eva Krapohl;Kaili Rimfeld;Nicholas G. Shakeshaft;Maciej Trzaskowski

  • Macarthur Communicative Development Inventories

    Philip S Dale

  • Do Early Talkers Become Early Readers? Linguistic Precocity, Preschool Language, and Emergent Literacy

    Catherine Crain-Thoreson;Philip S. Dale

  • Genetic influence on language delay in two-year-old children.

    Philip S. Dale;Emily Simonoff;Dorothy V. M. Bishop;Thalia C. Eley

  • The language-specific nature of grammatical development: evidence from bilingual language learners.

    Virginia A. Marchman;Carmen Martínez-Sussmann;Philip S. Dale

  • Socioeconomic status (SES) and children's intelligence (IQ): In a UK-representative sample SES moderates the environmental, not genetic, effect on IQ

    Ken Hanscombe;Maciej Trzaskowski;Claire Haworth;Oliver Davis

  • Enhancing Linguistic Performance: Parents and Teachers as Book Reading Partners for Children with Language Delays.

    Catherine Crain-Thoreson;Philip S. Dale

  • Parent-Child Book Reading as an Intervention Technique for Young Children with Language Delays:

    Philip S. Dale;Catherine Crain-Thoreson;Angela Notari-Syverson;Kevin Cole

  • MacArthur-Bates Communicative Development Inventories, Second Edition

    Larry Fenson;Virginia A. Marchman;Donna J. Thal;Philip S. Dale

  • The genetic and environmental origins of learning abilities and disabilities in the early school years: V. Genetic stability, environmental change.

    Yulia Kovas;Claire M. A. Haworth;Philip S. Dale;Robert Plomin

Frequent Co-Authors

Robert Plomin
Robert Plomin King's College London
Yulia Kovas
Yulia Kovas Goldsmiths University of London
Claire M. A. Haworth
Claire M. A. Haworth University of Bristol
Nicole Harlaar
Nicole Harlaar University of Colorado Anschutz Medical Campus
Kaili Rimfeld
Kaili Rimfeld King's College London
Thalia C. Eley
Thalia C. Eley King's College London
Stephen A. Petrill
Stephen A. Petrill The Ohio State University
Simon E. Fisher
Simon E. Fisher Max Planck Society
Joseph R. Jenkins
Joseph R. Jenkins University of Washington
Dorothy V. M. Bishop
Dorothy V. M. Bishop University of Oxford

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