ISSN: 0885-2014

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Cognitive Development Q2 Unclaimed

Elsevier Ltd. United Kingdom

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Cognitive Development is a journal indexed in SJR in Experimental and Cognitive Psychology and Developmental and Educational Psychology with an H index of 88. It has an SJR impact factor of 0,773 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,773.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q2) Experimental and Cognitive Psychology (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,773

SJR Impact factor

88

H Index

110

Total Docs (Last Year)

281

Total Docs (3 years)

7341

Total Refs

621

Total Cites (3 years)

278

Citable Docs (3 years)

2.07

Cites/Doc (2 years)

66.74

Ref/Doc

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Aims and Scope

Best articles by citations

The emergence of inferential rules

Methodological issues in the assessment of gesture-speech mismatch: A rejoinder to perry, church, and goldin-meadow

Reliance on visual and verbal information across ontological kinds: What do children know about animals and machines?

Emergence of representation in drawing: The relation between kinematic and referential aspects

Two-year-olds' recognition of hierarchies

Rethinking innateness, learning, and constructivism: Connectionist perspectives on development

Cognitive development, intention, and instruction

Comment on "beyond competence"

The effect of questioning on young children's memory for an event

Units of counting: Developmental changes

Developmental changes in preschoolers' ability to distinguish memories of performed, pretended, and imagined actions

Parental guidance as children learn to use cultural tools

SHOW MORE ARTICLES

Numerical development: From the infant to the child. Wynn's (1992) paradigm in 2- and 3-year olds

Beyond competence - toward development

The development of strategic memory: A modified microgenetic assessment of utilization deficiencies

Charting the development of representational skills: When do children know that maps can lead and mislead?

Are errors in false belief tasks symptomatic of a broader difficulty with counterfactuality?

Preschoolers' understanding of stable and changeable characteristics

Children's difficulties with partial representations in ambiguous messages and referentially opaque contexts

Reviewers

The development of cognitive inhibition in streams-of-consciousness and directed speech

The development of complex metarepresentational reasoning: The case of situational irony

The influence of object conceptions on the mechanical intuitions of children and adults

Integrating information in object counting: A role for a central coordination process?