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h5 指数:64
h5 中位数:87

h5 指数是指在过去整整 5 年中所发表文章的 h 指数。h 指在 2018-2022 年间发表的 h 篇文章每篇至少都被引用过 h 次的最大值。隐藏

出版物的 h5 中位数，是指出版物的 h5 指数所涵盖的所有文章获得的引用次数的中位值。隐藏

#7 Child & Adolescent Psychology

标题/作者	引用次数	年份
A meta‐analysis of the relationship between socioeconomic status and executive function performance among children GM Lawson, CJ Hook, MJ Farah Developmental Science 21 (2), e12529	394	2018
Around the world, adolescence is a time of heightened sensation seeking and immature self‐regulation L Steinberg, G Icenogle, EP Shulman, K Breiner, J Chein, D Bacchini, ... Developmental Science 21 (2), e12532	392	2018
Children's intuitive sense of number develops independently of their perception of area, density, length, and time D Odic Developmental Science 21 (2), e12533	177	2018
Dramatic pretend play games uniquely improve emotional control in young children TR Goldstein, MD Lerner Developmental Science 21 (4), e12603	170	2018
Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months C Yu, SH Suanda, LB Smith Developmental Science 22 (1), e12735	138	2019
Acquisition of abstract concepts is influenced by emotional valence M Ponari, CF Norbury, G Vigliocco Developmental Science 21 (2), e12549	132	2018
The development of cognitive empathy and concern in preschool children: A behavioral neuroscience investigation J Decety, KL Meidenbauer, JM Cowell Developmental Science 21 (3), e12570	129	2018
Re‐examination of Oostenbroek et al.(2016): evidence for neonatal imitation of tongue protrusion AN Meltzoff, L Murray, E Simpson, M Heimann, E Nagy, J Nadel, ... Developmental Science 21 (4), e12609	124	2018
Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input Ö Ece Demir‐Lira, LR Applebaum, S Goldin‐Meadow, SC Levine Developmental Science 22 (3), e12764	117	2019
The procedural learning deficit hypothesis of language learning disorders: we see some problems G West, MA Vadillo, DR Shanks, C Hulme Developmental Science 21 (2), e12552	117	2018
Day by day, hour by hour: Naturalistic language input to infants E Bergelson, A Amatuni, S Dailey, S Koorathota, S Tor Developmental Science 22 (1), e12715	117	2019
The developmental trajectory of children's auditory and visual statistical learning abilities: modality‐based differences in the effect of age L Raviv, I Arnon Developmental Science 21 (4), e12593	113	2018
How does social essentialism affect the development of inter‐group relations? M Rhodes, SJ Leslie, K Saunders, Y Dunham, A Cimpian Developmental Science 21 (1), e12509	113	2018
The development of children's preferences for equality and equity across 13 individualistic and collectivist cultures E Huppert, JM Cowell, Y Cheng, C Contreras‐Ibáñez, N Gomez‐Sicard, ... Developmental Science 22 (2), e12729	112	2019
Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress MB Harms, KE Shannon Bowen, JL Hanson, SD Pollak Developmental Science 21 (4), e12596	110	2018
What Do North American Babies Hear? A large‐scale cross‐corpus analysis E Bergelson, M Casillas, M Soderstrom, A Seidl, AS Warlaumont, ... Developmental Science 22 (1), e12724	110	2019
Age differences in the prosocial influence effect L Foulkes, JT Leung, D Fuhrmann, LJ Knoll, SJ Blakemore Developmental Science 21 (6), e12666	110	2018
Iconicity in the speech of children and adults LK Perry, M Perlman, B Winter, DW Massaro, G Lupyan Developmental Science 21 (3), e12572	109	2018
Predicting educational achievement from genomic measures and socioeconomic status S von Stumm, E Smith‐Woolley, Z Ayorech, A McMillan, K Rimfeld, ... Developmental Science 23 (3), e12925	105	2020
Digital disruption? Maternal mobile device use is related to infant social‐emotional functioning S Myruski, O Gulyayeva, S Birk, K Pérez‐Edgar, KA Buss, ... Developmental Science 21 (4), e12610	101	2018

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