Sarah Logan

Developmental and Educational Psychology · 2009–2011

A researcher in the Science corpus: 4 papers; trusts 21 researchers and is trusted by 10 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 30 citations into it; #2,268 of 8,223 by trust here, #1,743 by citations
• Education — 21 citations into it; #10,899 of 11,309 by trust here, #4,667 by citations
• Experimental and Cognitive Psychology — 17 citations into it; #4,004 of 9,731 by trust here, #4,180 by citations
• Statistics and Probability — 10 citations into it; #8,976 of 12,932 by trust here, #10,275 by citations
• Social Psychology — 6 citations into it; #15,305 of 15,694 by trust here, #13,677 by citations

Whom Sarah Logan trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Simon Baron-Cohen
2. T. Seifert
3. J. Wang
4. Kate Nation
5. Ming Ming Chiu
6. J. Guthrie
7. Paul L. Morgan
8. T. Keith
9. Gene P. Ouellette
10. C. McBride-Chang

Who trusts Sarah Logan overall

1. Sarah P. McGeown
2. Franziska Stutz
3. R. Norgate
4. Marja‐Kristiina Lerkkanen
5. Hannah Goodwin
6. Ellen Schaffner
7. Ulrich Schiefele
8. Karin Hebbecker
9. Ai Miyamoto
10. A. Warhurst

Papers from Sarah Logan's perspective

Ordered by how strongly the researchers Sarah Logan trusts endorse each paper. Same corpus, a different order for every researcher.

1. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
2. Influences of Stimulating Tasks on Reading Motivation and Comprehension
3. The extreme male brain theory of autism. (Trends in Cognitive Sciences)
4. School readiness and later achievement. (Developmental Psychology)
5. Understanding student motivation
6. Reading achievement gaps, correlates, and moderators of early reading achievement: Evidence from the Early Childhood Longitudinal Study (ECLS) kindergarten to first grade sample
7. What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension
8. Effects of motivational and cognitive variables on reading comprehension
9. Gender Differences in Planning, Attention, Simultaneous, and Successive (PASS) Cognitive Processes and Achievement
10. Gender and interest processes in response to literary texts: situational and individual interest

Their papers

• The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance. (2011) — 291 citations
• Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011) — 99 citations
• Investigating gender differences in reading (2010) — 242 citations
• Gender differences in reading ability and attitudes: examining where these differences lie (2009) — 446 citations