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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:

The map trap: Why and how word learning research should move beyond mapping
Erica H. Wojcik, Martin Zettersten, Viridiana L. Benitez
Wiley Interdisciplinary Reviews Cognitive Science (2022) Vol. 13, Iss. 4
Closed Access | Times Cited: 25

Showing 25 citing articles:

Grounded language acquisition through the eyes and ears of a single child
Wai Keen Vong, Wentao Wang, A. Emin Orhan, et al.
Science (2024) Vol. 383, Iss. 6682, pp. 504-511
Closed Access | Times Cited: 41
Distributional Semantics: Meaning Through Culture and Interaction
Pablo Contreras Kallens, Morten H. Christiansen
Topics in Cognitive Science (2024)
Closed Access | Times Cited: 4
Environmental context scaffolds children's semantic representation of novel words
Elise Breitfeld, Jenny R. Saffran
Cognition (2025) Vol. 262, pp. 106162-106162
Closed Access
“Go, go, go!” Mothers’ verbs align with infants’ locomotion
Kelsey L. West, Annissa N. Saleh, Karen E. Adolph, et al.
Developmental Science (2023) Vol. 26, Iss. 6
Closed Access | Times Cited: 8
Cross-Situational Word Learning in Children and Adults: The Case of Lexical Overlap
Viridiana L. Benitez, Ye Li
Language Learning and Development (2023) Vol. 20, Iss. 3, pp. 195-218
Open Access | Times Cited: 7
Moving beyond “nouns in the lab”: Using naturalistic data to understand why infants’ first words include uh-oh and hi.
Kennedy Casey, Christine Potter, Casey Lew‐Williams, et al.
Developmental Psychology (2023) Vol. 59, Iss. 11, pp. 2162-2173
Open Access | Times Cited: 7
Mind Melds: Verbal Labels Induce Greater Representational Alignment
Ellise Suffill, Jeroen van Paridon, Gary Lupyan
Open Mind (2024) Vol. 8, pp. 950-971
Open Access | Times Cited: 2
Word learning in ASD: the sensorimotor, the perceptual and the symbolic
Mila Vulchanova, Valentin Vulchanov, Melissa L. Allen
Journal of Cultural Cognitive Science (2023) Vol. 7, Iss. 1, pp. 9-22
Open Access | Times Cited: 6
Direct Instruction Improves Word Learning for Children With Developmental Language Disorder
Ron Pomper, Karla K. McGregor, Timothy Arbisi‐Kelm, et al.
Journal of Speech Language and Hearing Research (2022) Vol. 65, Iss. 11, pp. 4228-4249
Open Access | Times Cited: 7
Becoming word meaning experts: Infants' processing of familiar words in the context of typical and atypical exemplars
Haley Weaver, Martin Zettersten, Jenny R. Saffran
Child Development (2024) Vol. 95, Iss. 5
Open Access | Times Cited: 1
Whither developmental psycholinguistics?
Victor Gomes
(2024)
Open Access | Times Cited: 1
The dynamic functions of social cues during children's word learning
Crystal Lee, Casey Lew‐Williams
Infant and Child Development (2022) Vol. 32, Iss. 1
Open Access | Times Cited: 6
Parents scaffold the formation of conversational pacts with their children
Ashley Leung, Daniel Yurovsky, Robert D. Hawkins
(2023)
Open Access | Times Cited: 2
Using known words to learn more words: A distributional model of child vocabulary acquisition
Andrew Z. Flores, Jessica L. Montag, Jon Willits
Journal of Memory and Language (2023) Vol. 132, pp. 104446-104446
Open Access | Times Cited: 2
Language development in children’s natural environments: People, places, and things
Christine Potter, Casey Lew‐Williams
Advances in child development and behavior (2024), pp. 200-235
Closed Access
Concurrences across time and sensorimotor capacities promote infant learning
Ye Li, Viridiana L. Benitez
Child Development Perspectives (2024) Vol. 19, Iss. 2, pp. 99-107
Closed Access
Cross-situational word learning in children and adults: The case of lexical overlap
Viridiana L. Benitez, Ye Li
(2023)
Open Access | Times Cited: 1
Referent-oriented interactions in infancy: A naturalistic, longitudinal case study from an English-speaking household
Erica H. Wojcik, Meghan C. Pierce, Gracie Stevens, et al.
Infant Behavior and Development (2023) Vol. 74, pp. 101911-101911
Open Access | Times Cited: 1
Syntactic bootstrapping as a mechanism for language learning
Mireille Babineau, Monica Barbir, Alex de Carvalho, et al.
Nature Reviews Psychology (2024) Vol. 3, Iss. 7, pp. 463-474
Closed Access
Learning Partial Word Meanings from Referentially Ambiguous Naming Events
Nina Schoener, Sara Johnson, Sumarga H. Suanda
(2024)
Closed Access
Mind Melds: Verbal labels induce greater representational alignment
Ellise Suffill, Jeroen van Paridon, Gary Lupyan
(2024)
Open Access
A meta-analysis of word learning in autistic and neurotypical children: Distinguishing noun-referent mapping, retention, and generalisation
Sophie Lund, Charlotte Rothwell, Padraic Monaghan, et al.
Developmental Review (2024) Vol. 75, pp. 101171-101171
Open Access
Becoming word meaning experts: Infants’ processing of familiar words in the context of typical and atypical exemplars
Haley Weaver, Martin Zettersten, Jenny R. Saffran
(2022)
Open Access | Times Cited: 2
Speech and social cues combine at discourse boundaries to promote word learning
Crystal Lee, Casey Lew‐Williams
Cognitive Development (2022) Vol. 64, pp. 101254-101254
Open Access | Times Cited: 1
Moving beyond "nouns in the lab": Using naturalistic data to understand why infants' first words include uh-oh and hi
Kennedy Casey, Christine Potter, Casey Lew‐Williams, et al.
(2021)
Open Access | Times Cited: 1
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