Kathy E. Johnson
Education · 1997–2013
A researcher in the Science corpus: 4 papers; trusts 10 researchers and is trusted by 0 researchers here, as inferred from the citation graph.
Subfields
- Education — 28 citations into it
- Experimental and Cognitive Psychology — 28 citations into it
- Developmental and Educational Psychology — 24 citations into it
- Social Psychology — 20 citations into it
- Safety Research — 17 citations into it
Whom Kathy E. Johnson trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Suzanne Hidi
- K. Ann Renninger
- Ellen M. Markman
- Andreas Krapp
- Jennifer Jipson
- Kevin Crowley
- A. Baram‐Tsabari
Who trusts Kathy E. Johnson overall
Papers from Kathy E. Johnson's perspective
Ordered by how strongly the researchers Kathy E. Johnson trusts endorse each paper. Same corpus, a different order for every researcher.
- The Four-Phase Model of Interest Development
- 5 – Interest and Human Development During Adolescence: An Educational-Psychological Approach
- Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
- Individual interest and its implications for understanding intrinsic motivation
- An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation.
- Concepts and Conceptual Development: Ecological and Intellectual Factors in Categorization
- Situational and individual interest.
- Sex differences in intrinsic aptitude for mathematics and science?: a critical review. (American Psychologist)
- Upper primary boys' and girls' interests in science: have they changed since 1980?
- Categorization and Naming in Children: Problems of Induction
Their papers
- Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013) — 120 citations
- Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012) — 198 citations
- Infants' comprehension of toy replicas as symbols for real objects. (2004) — 36 citations
- Effects of varying levels of expertise on the basic level of categorization. (1997)