Karen Wynn | Academic Influence

Karen Wynn's AcademicInfluence.com Rankings

Karen Wynn

Psychology

#946

World Rank

#1187

Historical Rank

#579

USA Rank

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Psychology

Karen Wynn's Degrees

PhD Psychology Stanford University
Bachelors Psychology University of California, Berkeley

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Why Is Karen Wynn Influential?

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According to Wikipedia, Karen Wynn is an artist and a Canadian and American Yale University Professor Emerita of psychology and cognitive science. She was born in Austin, Texas, and grew up on the Canadian prairies in Regina, Saskatchewan. Her research explores the cognitive capacities of infants and young children. She directed for over 3 decades the Infant Cognition Laboratory, first in the Psychology Department at the University of Arizona, and then in the Psychology Department at Yale University.

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Karen Wynn's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Addition and subtraction by human infants (1992) (1193)
Social evaluation by preverbal infants (2007) (985)
Children's understanding of counting (1990) (968)
Children's acquisition of the number words and the counting system (1992) (809)
Three-month-olds show a negativity bias in their social evaluations. (2010) (420)
Young infants prefer prosocial to antisocial others. (2011) (396)
How infants and toddlers react to antisocial others (2011) (395)
Attribution of Dispositional States by 12-Month-Olds (2003) (394)
Large-Number Addition and Subtraction by 9-Month-Old Infants (2004) (351)
Infants' Individuation and Enumeration of Actions (1996) (274)
Addition and subtraction by human infants (1992) (237)
Psychological foundations of number: numerical competence in human infants (1998) (235)
Social Evaluation by Preverbal Infants (2008) (206)
Ratio Abstraction by 6-Month-Old Infants (2007) (199)
Enumeration of collective entities by 5-month-old infants (2002) (197)
Origins of “Us” versus “Them”: Prelinguistic infants prefer similar others (2012) (178)
Not Like Me = Bad (2013) (178)
Origins of Numerical Knowledge. (1995) (161)
Linguistic cues in the acquisition of number words (1997) (156)
Do 5-month-old infants see humans as material objects? (2004) (127)
Six-month-old infants use analog magnitudes to represent duration. (2006) (124)
Evidence against empiricist accounts of the origins of numerical knowledge (1993) (122)
Operational momentum in large-number addition and subtraction by 9-month-olds. (2009) (102)
Anti-equality: Social comparison in young children (2014) (101)
Infants' tracking of objects and collections (2000) (99)
Infants Possess a System of Numerical Knowledge (1995) (96)
Cohesion as a constraint on object persistence in infancy. (2008) (95)
Individuation of Actions from Continuous Motion (1998) (92)
The relationship between object files and conscious perception (2005) (80)
Numerical competence in infants. (1998) (78)
Early understandings of the link between agents and order (2010) (77)
Limits to Infants' Knowledge of Objects: The Case of Magical Appearance (1998) (75)
Continuity in social cognition from infancy to childhood. (2009) (73)
Not Noble Savages After All: Limits to Early Altruism (2018) (73)
Selective Social Learning of Plant Edibility in 6- and 18-Month-Old Infants (2014) (72)
Some Innate Foundations of Social and Moral Cognition (2008) (70)
Costly rejection of wrongdoers by infants and children (2016) (68)
The origins of causal perception: Evidence from postdictive processing in infancy (2008) (63)
Infants’ auditory enumeration: Evidence for analog magnitudes in the small number range (2009) (59)
Biases towards internal features in infants’ reasoning about objects (2008) (57)
Who knows what's good to eat? Infants fail to match the food preferences of antisocial others (2012) (56)
Tracking and quantifying objects and non-cohesive substances. (2011) (54)
Thyme to touch: Infants possess strategies that protect them from dangers posed by plants (2014) (47)
Language, Logic, and Concepts Essays in Memory of John Macnamara (1999) (43)
Eight-Month-Old Infants Infer Unfulfilled Goals, Despite Ambiguous Physical Evidence. (2009) (41)
Divide and Conquer (2004) (41)
Categories and Constraints in Causal Perception (2017) (41)
Findings of addition and subtraction in infants are robust and consistent: reply to Wakeley, Rivera, and Langer. (2000) (38)
The Moral Baby (2013) (36)
Interrupting infants' persisting object representations: an object-based limit? (2006) (33)
Do infants have numerical expectations or just perceptual preferences (2002) (33)
Constraints on natural altruism. (2009) (28)
OF DISPOSITIONAL STATES BY 12-MONTH-OLDS (2003) (26)
Infants' representation and tracking of multiple objects (2000) (23)
Competence models of numerical development (1997) (22)
Origins of Value Conflict: Babies Do Not Agree to Disagree (2016) (21)
What Develops in Moral Development (2016) (20)
Addition and subtraction by human infants (1993) (18)
Three-month-old human infants use vocal cues of body size (2017) (17)
Do Children and Adults Take Social Relationship Into Account When Evaluating People's Actions? (2020) (15)
Do-gooder derogation in children: the social costs of generosity (2015) (14)
Can I eat that too? 18-month-olds generalize social information about edibility to similar looking plants (2019) (13)
Issues Concerning a Nativist Theory of Numerical Knowledge (1992) (12)
Children's decision making: When self-interest and moral considerations conflict. (2017) (10)
Reply to Scarf et al.: Nuanced social evaluation: Association doesn’t compute (2012) (10)
Cohesion as a Principle of Object Persistence in Infancy (2007) (9)
The real problem with constructivism (1994) (7)
People v. objects: a reply to Rakison and Cicchino (2004) (6)
The development of corporal third-party punishment (2019) (5)
Language, logic, and concepts (2016) (4)
Cohesion as a principle of object persistence in infants and adults (2005) (3)
Eight-month-old infants' reasoning about collections (1996) (2)
Arguments against non-numerical accounts of infants' numerical competence (1998) (2)
Limits to object knowledge in 8-month-olds (1998) (2)
Number Processing and Arithmetic (2002) (2)
Adults' pedagogical messages engender children's preference for self-resembling others. (2021) (1)
Attributes of American Indian parent involvement in native culture which effect student achievement and success in American Indian elementary students grades 3-5. (1995) (1)
Collective entities by 5-month old infants: evidence for two systems of representation (2002) (0)
Andrew P. bayliss, Giuseppe di Pellegrino and Steven P. tipper (2005) (0)
Social evaluation (and categorization?) in infancy: (633962013-144) (2006) (0)
Publications received (1999) (0)
Developmental and computational perspectives on infant social cognition (2010) (0)
Number 1 regular articles Laura lakusta and Barbara Landau (johns Hopkins university) starting at the end: The importance of goals in spatial language, 1–33 (2005) (0)
1 Background (2003) (0)
Introducing a fund for open-access fees (2016) (0)
THE EFFECT OF RELATIONAL REASONING 1 The Effect of Relational Reasoning on Young Children’s Self-Resemblance Preference (2020) (0)
Infants' representation of collections: “Not an object” or “a non-object individual”? (1998) (0)
Causal perception is constrained by principles of Newtonian mechanics (2016) (0)
Ingroup Positivity and Outgroup Negativity Jointly Motivate Toddlers' Social Behavior. (2023) (0)
Models of Numerical Development (2001) (0)

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