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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:

More Similar Than Different: Gender Differences in Children's Basic Numerical Skills Are the Exception Not the Rule
Jane E. Hutchison, Ian M. Lyons, Daniel Ansari
Child Development (2018) Vol. 90, Iss. 1
Open Access | Times Cited: 98

Showing 26-50 of 98 citing articles:

Females' negative affective valence to math-related words
Lital Daches Cohen, Lilach Layzer Yavin, Orly Rubinsten
Acta Psychologica (2021) Vol. 217, pp. 103313-103313
Open Access | Times Cited: 11
Relations among spatial skills, number line estimation, and exact and approximate calculation in young children
Elizabeth A. Gunderson, Lindsey Hildebrand
Journal of Experimental Child Psychology (2021) Vol. 212, pp. 105251-105251
Open Access | Times Cited: 11
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes
Marta K. Mielicki, Lauren K. Schiller, Charles J. Fitzsimmons, et al.
British Journal of Educational Psychology (2021) Vol. 92, Iss. 2, pp. 707-729
Closed Access | Times Cited: 11
STEMing together: a comparison of co-ed and all-female informal learning environments
Miriam Sanders, Julia E. Calabrese, Micayla Gooden, et al.
Journal of Research in Innovative Teaching & Learning (2024)
Open Access | Times Cited: 1
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?
Daniel A. Scheibe, Charles J. Fitzsimmons, Marta K. Mielicki, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 989-1023
Open Access | Times Cited: 7
Developing informal mathematics in early childhood education
́Àngel Alsina, Ainhoa Berciano
Early Child Development and Care (2018) Vol. 190, Iss. 13, pp. 2013-2031
Closed Access | Times Cited: 10
Sex differences in the association of math achievement with visual‐spatial and verbal working memory: Does the type of math test matter?
Eva van de Weijer‐Bergsma, Johannes E. H. Van Luit, Korbinian Moeller
British Journal of Psychology (2022) Vol. 113, Iss. 3, pp. 798-819
Open Access | Times Cited: 6
Math matters during a pandemic: A novel, brief educational intervention combats whole number bias to improve health decision-making and predicts COVID-19 risk perceptions and worry across 10 days
Clarissa A. Thompson, Jennifer M. Taber, Pooja G. Sidney, et al.
(2020)
Open Access | Times Cited: 9
Gender-Based Performance in Mathematical Facts and Calculations in Two Elementary School Samples From Chile and Spain: An Exploratory Study
Violeta Pina, Diana Martella, Salvador Chacón Moscoso, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 8
Psychometric Evaluation of the Preschool Early Numeracy Skills Test–Brief Version Within the Item Response Theory Framework
Nikolaos Tsigilis, Katerina Krousorati, Athanasios Gregoriadis, et al.
Educational Measurement Issues and Practice (2023) Vol. 42, Iss. 2, pp. 32-41
Open Access | Times Cited: 3
Eksplorasi Keterampilan Penalaran Ilmiah Berdasarkan Jenis Kelamin Siswa SMA
Sahal Fawaiz, Supriyono Koes Handayanto, Herwin Syaiful Wahyudi
Jurnal Pendidikan Teori Penelitian dan Pengembangan (2020) Vol. 5, Iss. 7, pp. 934-934
Open Access | Times Cited: 8
Spatial skills first: The importance of mental rotation for arithmetic skill acquisition
Carrie Georges, Véronique Cornu, Christine Schiltz
Journal of Numerical Cognition (2019) Vol. 5, Iss. 1, pp. 5-23
Open Access | Times Cited: 7
Gender differences in the development of semantic and spatial processing of numbers
Tingyan Zhang, Chuansheng Chen, Chen Chen, et al.
British Journal of Developmental Psychology (2020) Vol. 38, Iss. 3, pp. 391-414
Closed Access | Times Cited: 7
Utility-Value Intervention in School: Students’ Migration and Parental Educational Backgrounds as Moderators
Anne F. Weidinger, Hanna Gaspard, Judith M. Harackiewicz, et al.
The Journal of Experimental Education (2020) Vol. 90, Iss. 2, pp. 364-382
Closed Access | Times Cited: 7
Numerical and Non-numerical Predictors of First Graders’ Number-Line Estimation Ability
Richard J. Daker, Ian M. Lyons
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 6
Operational momentum for magnitude ordering in preschool children and adults
Hannah Dunn, Nicky Bernstein, Maria Dolores de Hevia, et al.
Journal of Experimental Child Psychology (2018) Vol. 179, pp. 260-275
Open Access | Times Cited: 6
Order processing of number symbols is influenced by direction, but not format
Becky Wong, Rebecca Bull, Daniel Ansari, et al.
Quarterly Journal of Experimental Psychology (2021) Vol. 75, Iss. 1, pp. 98-117
Closed Access | Times Cited: 6
Development of children’s number line estimation in primary school: Regional and curricular influences
Chang Xu, Sabrina Di Lonardo Burr, Jo‐Anne LeFevre, et al.
Cognitive Development (2023) Vol. 67, pp. 101355-101355
Open Access | Times Cited: 2
Numeracy Gender Gap in STEM Higher Education: The Role of Neuroticism and Math Anxiety
Maristella Lunardon, Tania Cerni, Raffaella I. Rumiati
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
Sex, mathematics, and the brain: An evolutionary perspective
David C. Geary
Developmental Review (2021) Vol. 63, pp. 101010-101010
Closed Access | Times Cited: 5
Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model
Xin Lin, Sarah R. Powell
Early Childhood Research Quarterly (2022) Vol. 63, pp. 85-97
Closed Access | Times Cited: 3
The role of child gender and age in teacher-child relationship, self-regulation, social emotions and academic achievement in preschool: A multi-group structural equation modeling approach
Barry Bai, Jing Li, Yong Jiang Yu
Authorea (Authorea) (2024)
Open Access
How the relationship between individual and social factors informs the narrowing of gender gaps in elementary mathematical achievements
Nurit Paz-Baruch, Ornit Spektor‐Levy
Frontiers in Education (2024) Vol. 9
Closed Access
Field of Study and Gender Moderation of the Association of Personality and Math Anxiety with Numeracy
Maristella Lunardon, Tania Cerni, Raffaella I. Rumiati
The Journal of Psychology (2024) Vol. 158, Iss. 8, pp. 689-717
Closed Access
Differential Contributions of Working Memory Components and Visual Attention to Young Children’s Varieties of Basic Number Processing
Yuhan Wang, Zihan Yang, Xiao Yu, et al.
Research Square (Research Square) (2024)
Open Access

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