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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:

How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy
Celia Goffin, Daniel Ansari
Mind Brain and Education (2019) Vol. 13, Iss. 3, pp. 143-156
Closed Access | Times Cited: 48

Showing 26-50 of 48 citing articles:

Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years
Sabrina Finke, Chiara Banfi, H. Harald Freudenthaler, et al.
PLoS ONE (2021) Vol. 16, Iss. 10, pp. e0258847-e0258847
Open Access | Times Cited: 7
More linear than log? Non-symbolic number-line estimation in 3- to 5-year-old children
Maciej Haman, Katarzyna Patro
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 4
Neurodevelopmental Disorders: Learning Disorders
Robin L. Peterson, Nina Anderson
Springer eBooks (2023), pp. 1-30
Closed Access | Times Cited: 2
Variation in early number skills and mathematics achievement: Implications from cognitive profiles of children with or without Turner syndrome
Sarah L. Lukowski, Emily R. Padrutt, Kyriakie Sarafoglou, et al.
PLoS ONE (2020) Vol. 15, Iss. 10, pp. e0239224-e0239224
Open Access | Times Cited: 4
Spontaneous focusing on Arabic number symbols: A unique component of children’s early mathematical development?
Sanne Rathé, Joke Torbeyns, Bert De Smedt, et al.
Mathematical Thinking and Learning (2020) Vol. 24, Iss. 1, pp. 38-51
Closed Access | Times Cited: 4
Predictors of middle school students’ growth in symbolic number comparison performance
Courtney Pollack, Eric D. Wilkey, Gavin R. Price
Journal of Numerical Cognition (2022) Vol. 8, Iss. 1, pp. 53-72
Open Access | Times Cited: 3
Can training in the approximate number system improve the informal mathematics ability of preschoolers?
Xiao Liang, Yueyang Yin, Jingmei Kang, et al.
Acta Psychologica (2022) Vol. 228, pp. 103638-103638
Open Access | Times Cited: 3
Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática
Estíbaliz Aragón Mendizábal, María del Carmen Canto López, Manuel Aguilar Villagrán, et al.
Revista de Psicodidáctica (2022) Vol. 28, Iss. 1, pp. 44-50
Open Access | Times Cited: 3
Neurodevelopmental Disorders: Learning Disorders
Robin L. Peterson, Nina Anderson
Springer eBooks (2024), pp. 1655-1684
Closed Access
Can you trust your number sense: Distinct processing of numbers and quantities in elementary school children
Mila Marinova, Bert Reynvoet
Journal of Numerical Cognition (2020) Vol. 6, Iss. 3, pp. 304-321
Open Access | Times Cited: 3
How many seconds was that? Teaching children about time does not refine their ability to track durations
Karina Hamamouche, Sara Cordes
Cognition (2023) Vol. 235, pp. 105410-105410
Closed Access | Times Cited: 1
Numeracy
Heather Bortfeld, Silvia A. Bunge
Cambridge University Press eBooks (2024), pp. 379-416
Closed Access
Neurocognitive functioning and persistent difficulties in verbal math problem solving: exploring the predictive role of multidimensional models assessed in grade 2 on performance at the end of primary education
Valentín Iglesias-Sarmiento, Leire Pérez, Ángeles Conde Rodríguez, et al.
(2024)
Open Access
Etude de validité de la batterie Examath 5-8 chez les enfants en fin de MSM
Hermine Villalard, Marie Christel Helloin, Anne Lafay
Glossa. (2024), Iss. 141, pp. 29-49
Open Access
Non-Symbolic Numerosity and Symbolic Numbers are not Processed Intuitively in Children: Evidence From an Event-Related Potential Study
Anne H. van Hoogmoed, Marije D. E. Huijsmans, Evelyn H. Kroesbergen
Frontiers in Education (2021) Vol. 6
Open Access | Times Cited: 3
Patterns of symbolic numerical magnitude processing and working memory as predictors of early mathematics performance
Riikka Mononen, Markku Niemivirta
European Journal of Psychology of Education (2022) Vol. 38, Iss. 1, pp. 311-332
Open Access | Times Cited: 2
Preschoolers prior formal mathematics education engage numerical magnitude representation rather than counting principles in symbolic ±1 arithmetic: Evidence from the operational momentum effect
Maciej Haman, Katarzyna Lipowska
Developmental Science (2022) Vol. 26, Iss. 3
Closed Access | Times Cited: 2
Patterns of Symbolic Numerical Magnitude Processing and Working Memory as Predictors of Early Mathematics Performance
Riikka Mononen, Markku Niemivirta
(2020)
Open Access | Times Cited: 1
Spontaneous focusing on Arabic number symbols: A unique component of children’s early mathematical development?
Sanne Rathé, Joke Torbeyns, Bert De Smedt, et al.
Mathematical Thinking and Learning (2020) Vol. 22, Iss. 4, pp. 281-295
Closed Access | Times Cited: 1
Numbers, space, and spatial attention: Operational momentum in non-symbolic and symbolic mental arithmetic, and number-line estimation in preschool children
Maciej Haman, Katarzyna Lipowska
(2023)
Open Access
Pour un usage raisonné du terme « dyscalculie »
Marc-Olivier Roux
Enfances & Psy (2020) Vol. N° 86, Iss. 2, pp. 142-151
Closed Access
How Many Seconds Was that? Teaching Children About Time Does Not Refine Their Ability to Track Durations
Karina Hamamouche, Sara Cordes
SSRN Electronic Journal (2022)
Closed Access
Bidirectional Mapping Between the Symbolic Number System and the Approximate Number System
Lijuan Wang, Xiao Liang, Yueyang Yin, et al.
Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) (2021) Vol. 68, Iss. 5, pp. 243-263
Closed Access
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