verified SJR 0,969 · Q2 • database Scopus / SJR & Web of Science indexed

United Kingdom · Elsevier Ltd

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Cognitive Development

Cognitive Development is a journal indexed in SJR in Experimental and Cognitive Psychology and Developmental and Educational Psychology with an H index of 96. It has an SJR impact factor of 0,969 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,969.

ISSN: 0885-2014

Editorial: Elsevier Ltd

Category: Experimental and Cognitive Psychology

Indexation: verifiedScopus / SJR verifiedWeb of Science

Unclaimed profile — some fields may be incomplete.

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SJR Impact Factor trending_up

0,969 Q2

H-index 96

Tasa de Aceptación pie_chart

26% Selectiva

Fuente Acceptance_Rate

Tiempo a publicación hourglass_top

NPD

Campo Sin dato

Coste de Publicación (APC) payments

NPD Subscription

Ruta Non-OA NPD

Metrics

Campos Scimago / CoP — sin series inventadas

Scopus / SJR Web of Science

SJR Impact

0,969

H-index

Docs (year)

Docs 3y

311

Total refs

6218

Cites 3y

751

Citable 3y

307

Cites/Doc 2y

2.2

Ref/Doc

68.33

Immediate OA

—

Embargoed OA

NPD

Non OA / Submission

—

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Best articles by citations

Children's ability to make transitive inferences: The importance of premise integration and structural complexity

Young children's understanding of diversity in pretense

Development of intuitions about the controllability of different mental states

Developing organization of mental verbs: Evidence for the development of a constructivist theory of mind in middle childhood

Cross-linguistic differences in early semantic and cognitive development

Coordinating mathematical concepts with the demands of authority: children's reasoning about conventional and second-order logical rules

Constructing and using conceptual competence

Competence models of numerical development

Comment on "beyond competence"

Cognitive development, intention, and instruction

Children's understanding of belief and disconfirming visual evidence

Children's recoding in memory for collaboration: A way of learning from others

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

"Pretend you didn't know": Preschoolers' talk about mental states in pretend play

Child-initiated conversations about the past and memory performance by preschoolers

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

Categorical responding in 15-month-olds: Influence of the noun-category bias and the covariation between visual fixation and auditory input

Beyond competence - toward development

Automatic and intentional processes in children's eyewitness suggestibility

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

Accepting and exempting the unexpected: 30-month-olds' generalization of event knowledge

A fuzzy trace analysis of categorical inferences and instantial associations as a function of retention interval

A dynamic systems approach to development: Applications

A developmental study of visual attention: Issues of filtering efficiency and focus

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