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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Mental number line training in children with developmental dyscalculia
Karin Kucian, Ursina Grond, Stephanie Rotzer, et al.
NeuroImage (2011) Vol. 57, Iss. 3, pp. 782-795
Closed Access | Times Cited: 369

Showing 26-50 of 369 citing articles:

Charting the role of the number line in mathematical development
Jo‐Anne LeFevre, Carolina Jiménez Lira, Carla Sowinski, et al.
Frontiers in Psychology (2013) Vol. 4
Open Access | Times Cited: 101
Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition
Tanja Käser, Gian-Marco Baschera, Juliane Kohn, et al.
Frontiers in Psychology (2013) Vol. 4
Open Access | Times Cited: 96
On the genesis of spatial-numerical associations: Evolutionary and cultural factors co-construct the mental number line
Elizabeth Y. Toomarian, Edward M. Hubbard
Neuroscience & Biobehavioral Reviews (2018) Vol. 90, pp. 184-199
Open Access | Times Cited: 83
Dyscalculia and dyslexia: Different behavioral, yet similar brain activity profiles during arithmetic
L. Peters, Jessica Bulthé, Nicky Daniëls, et al.
NeuroImage Clinical (2018) Vol. 18, pp. 663-674
Open Access | Times Cited: 79
Unbounding the mental number line—new evidence on children's spatial representation of numbers
Tanja Link, Stefan Huber, Hans‐Christoph Nuerk, et al.
Frontiers in Psychology (2014) Vol. 4
Open Access | Times Cited: 78
Development of numerical processing in children with typical and dyscalculic arithmetic skills—a longitudinal study
Karin Landerl
Frontiers in Psychology (2013) Vol. 4
Open Access | Times Cited: 78
Developmental dyscalculia: a dysconnection syndrome?
Karin Kucian, Simone Schwizer Ashkenazi, Jürgen Hänggi, et al.
Brain Structure and Function (2013)
Open Access | Times Cited: 74
Number sense or working memory? The effect of two computer-based trainings on mathematical skills in elementary school
Jörg‐Tobias Kuhn, Heinz Holling
Advances in Cognitive Psychology (2014) Vol. 10, Iss. 2, pp. 59-67
Open Access | Times Cited: 70
Training young children on sequential relations among numbers and spatial decomposition: Differential transfer to number line and mental transformation tasks.
Chang Xu, Jo‐Anne LeFevre
Developmental Psychology (2016) Vol. 52, Iss. 6, pp. 854-866
Closed Access | Times Cited: 70
The development and malleability of executive control abilities
Nina S. Hsu, Jared M. Novick, Susanne M. Jaeggi
Frontiers in Behavioral Neuroscience (2014) Vol. 8
Open Access | Times Cited: 69
Training numerical skills with the adaptive videogame “The Number Race”: A randomized controlled trial on preschoolers
Francesco Sella, Patrizio Tressoldi, Daniela Lucangeli, et al.
Trends in Neuroscience and Education (2016) Vol. 5, Iss. 1, pp. 20-29
Closed Access | Times Cited: 68
Memory and cognitive control circuits in mathematical cognition and learning
Vinod Menon
Progress in brain research (2016), pp. 159-186
Open Access | Times Cited: 66
Functional hyperconnectivity vanishes in children with developmental dyscalculia after numerical intervention
Lars Michels, Ruth Tuura, Karin Kucian
Developmental Cognitive Neuroscience (2017) Vol. 30, pp. 291-303
Open Access | Times Cited: 66
Numeracy and Risk Literacy: What Have We Learned so Far?
Rocío García‐Retamero, Agata Sobków, Dafina Petrova, et al.
The Spanish Journal of Psychology (2019) Vol. 22
Open Access | Times Cited: 64
The impact of a lack of mathematical education on brain development and future attainment
George Zacharopoulos, Francesco Sella, Roi Cohen Kadosh
Proceedings of the National Academy of Sciences (2021) Vol. 118, Iss. 24
Open Access | Times Cited: 44
Examination of common and unique brain regions for atypical reading and math: a meta-analysis
Amanda Martinez‐Lincoln, Tess S. Fotidzis, Laurie E. Cutting, et al.
Cerebral Cortex (2023) Vol. 33, Iss. 11, pp. 6959-6989
Open Access | Times Cited: 17
Are numerical abilities determined at early age? A brain morphology study in children and adolescents with and without developmental dyscalculia
Simone Schwizer Ashkenazi, Margot Roëll, Ursina McCaskey, et al.
Developmental Cognitive Neuroscience (2024) Vol. 67, pp. 101369-101369
Open Access | Times Cited: 7
Culture and education: new frontiers in brain plasticity
Daniel Ansari
Trends in Cognitive Sciences (2011) Vol. 16, Iss. 2, pp. 93-95
Closed Access | Times Cited: 65
Are Spatial‐Numerical Associations a Cornerstone for Arithmetic Learning? The Lack of Genuine Correlations Suggests No
Krzysztof Cipora, Katarzyna Patro, Hans‐Christoph Nuerk
Mind Brain and Education (2015) Vol. 9, Iss. 4, pp. 190-206
Open Access | Times Cited: 61
Assessing fraction knowledge by a digital game
Manuel Ninaus, Kristian Kiili, Jake McMullen, et al.
Computers in Human Behavior (2017) Vol. 70, pp. 197-206
Closed Access | Times Cited: 60
Enhancing arithmetic in pre-schoolers with comparison or number line estimation training: Does it matter?
Bieke Maertens, Bert De Smedt, Delphine Sasanguie, et al.
Learning and Instruction (2016) Vol. 46, pp. 1-11
Closed Access | Times Cited: 58
Computers in mathematics education – Training the mental number line
Korbinian Moeller, Ursula Fischer, Hans‐Christoph Nuerk, et al.
Computers in Human Behavior (2015) Vol. 48, pp. 597-607
Closed Access | Times Cited: 57
Improving Preschoolers’ Arithmetic through Number Magnitude Training: The Impact of Non-Symbolic and Symbolic Training
Nastasya Honoré, Marie‐Pascale Noël
PLoS ONE (2016) Vol. 11, Iss. 11, pp. e0166685-e0166685
Open Access | Times Cited: 53
A pilot study to determine the feasibility of enhancing cognitive abilities in children with sensory processing dysfunction
Joaquin A. Anguera, Anne Brandes-Aitken, Ashley D. Antovich, et al.
PLoS ONE (2017) Vol. 12, Iss. 4, pp. e0172616-e0172616
Open Access | Times Cited: 53
Behavior and neuroimaging at baseline predict individual response to combined mathematical and working memory training in children
Federico Nemmi, Elin Helander, Ola Helenius, et al.
Developmental Cognitive Neuroscience (2016) Vol. 20, pp. 43-51
Open Access | Times Cited: 51

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