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D-Index & Metrics

Psychology

D-Index
70
Citations
29284
World Ranking
2230
National Ranking
1298

Overview

Rochel Gelman is affiliated with Rutgers, The State University of New Jersey in the United States. Their academic role involves research and scholarship within this institution.

The available data does not include specific details on the main fields of study, subfields, or principal research topics associated with their work. Additionally, there is no information provided about recent publications, frequent co-authors, or venues where Gelman has regularly published research.

There are no records of book publications by Gelman in the provided data.

No awards or distinctions have been documented in the source data for this individual.

Best Publications

  • The child's understanding of number

    Rochel Gelman;C. R. Gallistel

  • Preverbal and verbal counting and computation.

    C.R. Gallistel;Rochel Gelman

  • THE DEVELOPMENT OF COMMUNICATION SKILLS: MODIFICATIONS IN THE SPEECH OF YOUNG CHILDREN AS A FUNCTION OF LISTENER

    Marilyn Shatz;Rochel Gelman

  • Non-verbal numerical cognition: from reals to integers.

    C.R. Gallistel;Rochel Gelman

  • First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate-Inanimate Distinction as Examples

    Rochel Gelman

  • Nonverbal Counting in Humans: The Psychophysics of Number Representation

    John Whalen;C.R. Gallistel;Rochel Gelman

  • Numerical abstraction by human infants.

    Prentice Starkey;Elizabeth S. Spelke;Rochel Gelman

  • Preschoolers' counting: Principles before skill

    Rochel Gelman;Elizabeth Meck

  • Variability signatures distinguish verbal from nonverbal counting for both large and small numbers.

    Sara Cordes;Rochel Gelman;Rochel Gelman;C. R. Gallistel;C. R. Gallistel;John Whalen

  • Conservation acquisition: A problem of learning to attend to relevant attributes☆

    Rochel Gelman

  • Number and language: how are they related?

    Rochel Gelman;Brian Butterworth

  • Detection of Intermodal Numerical Correspondences by Human Infants

    Prentice Starkey;Prentice Starkey;Elizabeth S. Spelke;Rochel Gelman

  • First Principles Organize Attention to and Learning About Relevant Data: Number and the Animate‐Inanimate Distinction as Examples

    Unknown

  • The Epigenesis of Mind: Essays on Biology and Cognition

    Bennett I. Bertenthal;Susan Carey;Rochel Gelman

  • Science learning pathways for young children

    Rochel Gelman;Kimberly Brenneman

  • Conceptual Competence and Children's Counting.

    James G. Greeno;Mary S. Riley;Rochel Gelman

  • Language in the two-year old

    Susan Goldin-Meadow;Martin E.P. Seligman;Rochel Gelman

  • Preschooler's Ability to Decide Whether a Photographed Unfamiliar Object Can Move Itself.

    Christine M. Massey;Rochel Gelman

  • Attention in Learning: Theory and Research

    Tom Trabasso;Gordon H. Bower;Rochel Gelman

  • Enabling constraints for cognitive development and learning: Domain specificity and epigenesis.

    Rochel Gelman;Earl M. Williams

  • The Child's Understanding of Number

    Karen C. Fuson;R. Gelman;C. R. Gallistel

Frequent Co-Authors

Charles R. Gallistel
Charles R. Gallistel Rutgers, The State University of New Jersey
Kaveri Subrahmanyam
Kaveri Subrahmanyam California State University Los Angeles
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University
Susan Carey
Susan Carey Harvard University
Alan M. Leslie
Alan M. Leslie Rutgers, The State University of New Jersey
Sandra R. Waxman
Sandra R. Waxman Northwestern University
Gretchen B. Chapman
Gretchen B. Chapman Carnegie Mellon University
James G. Greeno
James G. Greeno University of Pittsburgh
Tom Trabasso
Tom Trabasso University of Chicago

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