基本信息
浏览量:508
职业迁徙
个人简介
Keith E. Stanovich is Emeritus Professor of Applied Psychology and Human Development at the University of Toronto and former Canada Research Chair of Applied Cognitive Science. He is the author of over 200 scientific articles and seven books. He received his BA degree in psychology from Ohio State University in 1973 and his PhD in psychology from the University of Michigan in 1977.
Stanovich’s book, What Intelligence Tests Miss, received the 2010 Grawemeyer Award in Education. He is the only two-time winner of the Albert J. Harris Award from the International Reading Association for influential articles on reading. In 1995 he was elected to the Reading Hall of Fame as the youngest member of that honorary society. In 1996 he was given the Oscar Causey Award from the National Reading Conference for contributions to research, in 1997 he was given the Sylvia Scribner Award from the American Educational Research Association, and in 2000 he received the Distinguished Scientific Contribution Award from the Society for the Scientific Study of Reading. In 2008 he received the Distinguished Researcher Award from the Special Education Research SIG of the American Educational Research Association. Stanovich is the winner of the 2012 E. L. Thorndike Career Achievement Award from the American Psychological Association.
From 1986-2000 Stanovich was the Associate Editor of Merrill-Palmer Quarterly, a leading journal of human development. His introductory textbook, How to Think Straight About Psychology, published by Allyn & Bacon, is in its Tenth Edition and has been adopted by over 400 institutions of higher education.
Stanovich’s 1986 article on Matthew Effects in reading has been cited over 1500 times (ISI) and he has authored 30 other articles that have received over 100 citations (ISI). In a three-year survey of citation rates during the mid-1990s (see Byrnes, J. P. (1997). Explaining citation counts of senior developmental psychologists. Developmental Review, 17, 62-77), Stanovich was listed as one of the 50 most-cited developmental psychologists, and one of the 25 most productive educational psychologists (see Smith, M. C., et al., Productivity of educational psychologists in educational psychology journals, 1997-2001. Contemporary Educational Psychology, 28, 422-430). In a citation survey of the period 1982-1992, he was designated the most cited reading disability researcher in the world (Nicolson, R. I. Developmental dyslexia: Past, present and future. Dyslexia, 1996, 2, 190-207).
研究兴趣
论文共 108 篇作者统计合作学者相似作者
按年份排序按引用量排序主题筛选期刊级别筛选合作者筛选合作机构筛选
时间
引用量
主题
期刊级别
合作者
合作机构
The Epistemology of Democracypp.170-194, (2023)
引用1浏览0引用
1
0
Journal of Intelligenceno. 2 (2023): 27-27
The Behavioral and brain sciences (2023)
引用0浏览0WOS引用
0
0
AMERICAN JOURNAL OF PSYCHOLOGYno. 2 (2018)
RATIONALITY QUOTIENT: TOWARD A TEST OF RATIONAL THINKING (2016)
加载更多
作者统计
合作学者
合作机构
D-Core
- 合作者
- 学生
- 导师
数据免责声明
页面数据均来自互联网公开来源、合作出版商和通过AI技术自动分析结果,我们不对页面数据的有效性、准确性、正确性、可靠性、完整性和及时性做出任何承诺和保证。若有疑问,可以通过电子邮件方式联系我们:report@aminer.cn