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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:

Individual differences in mathematical cognition: a Bert's eye view
Bert De Smedt
Current Opinion in Behavioral Sciences (2022) Vol. 46, pp. 101175-101175
Open Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

Understanding the complexities of mathematical cognition: A multi-level framework
Camilla Gilmore
Quarterly Journal of Experimental Psychology (2023) Vol. 76, Iss. 9, pp. 1953-1972
Open Access | Times Cited: 26
Cognitive and home predictors of precocious reading and math before formal education
Bob Kapteijns, Marco van de Ven, Anne H. van Hoogmoed, et al.
Journal of Experimental Child Psychology (2025) Vol. 252, pp. 106159-106159
Open Access | Times Cited: 1
Numerical Cognition Across the Lifespan: A Selective Review of Key Developmental Stages and Neural, Cognitive, and Affective Underpinnings
Mikael Skagenholt, Kenny Skagerlund, Ulf Träff
Cortex (2025)
Open Access | Times Cited: 1
Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem Difficulty
Xin Lin, Sarah R. Powell
Journal of Learning Disabilities (2025)
Closed Access | Times Cited: 1
Assessing the association between parents’ math talk and children’s math performance: A preregistered meta-analysis
Alex M. Silver, Daniela Alvarez-Vargas, Drew H. Bailey, et al.
Journal of Experimental Child Psychology (2024) Vol. 243, pp. 105920-105920
Open Access | Times Cited: 7
High-achieving students in mathematics: A heterogeneous group
Emilie J. Prast, Marian Hickendorff, Eva van de Weijer‐Bergsma
Learning and Individual Differences (2025) Vol. 119, pp. 102629-102629
Open Access
Individual characteristics associated with elementary school children's mathematical word problem‐solving skills: A systematic review and meta‐analysis
Terhi Vessonen, Maria Dahlberg, Heidi Hellstrand, et al.
Review of Education (2025) Vol. 13, Iss. 1
Closed Access
The hierarchical relations among mathematical competencies: From fundamental numeracy to complex mathematical skills.
Chang Xu, Sabrina Di Lonardo Burr, Jo‐Anne LeFevre
Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale (2023) Vol. 77, Iss. 4, pp. 284-295
Open Access | Times Cited: 9
Cognitive characteristics of children with high mathematics achievement before they start formal schooling
Merel Bakker, Joke Torbeyns, Lieven Verschaffel, et al.
Child Development (2024)
Closed Access | Times Cited: 2
Supporting creative problem solving in primary geometry education
Isabelle C. de Vink, Robin H. Willemsen, Ronald Keijzer, et al.
Thinking Skills and Creativity (2023) Vol. 48, pp. 101307-101307
Open Access | Times Cited: 5
Developmental profiles of arithmetic fluency skills from grades 1 to 9 and their early identification.
Maria Psyridou, Minna Torppa, Asko Tolvanen, et al.
Developmental Psychology (2023) Vol. 59, Iss. 12, pp. 2379-2396
Open Access | Times Cited: 5
A human-like artificial intelligence for mathematics
Santiago Alonso-Díaz
Mind & Society (2024)
Closed Access | Times Cited: 1
The prediction of mathematical creativity scores: Mathematical abilities, personality and creative self-beliefs
Michaela A. Meier, Anna Ehrengruber, Lara Spitzley, et al.
Learning and Individual Differences (2024) Vol. 113, pp. 102473-102473
Open Access | Times Cited: 1
A holistic investigation of fraction learning: examining the hierarchy of fraction skills, misconceptions, mathematics anxiety and response confidence
Chang Xu, Sabrina Di Lonardo Burr, Nuala McNally-Edwards, et al.
Journal of Cognitive Psychology (2024) Vol. 36, Iss. 7, pp. 815-833
Open Access | Times Cited: 1
The role of basic number processing in high mathematics achievement in primary school
Merel Bakker, Elise Pelgrims, Joke Torbeyns, et al.
Journal of Numerical Cognition (2023) Vol. 9, Iss. 1, pp. 162-181
Open Access | Times Cited: 2
Grade one single-digit addition strategies as predictors of grade four achievement in mathematics
Pernille Bødtker Sunde, Bert De Smedt, Lieven Verschaffel, et al.
European Journal of Psychology of Education (2023) Vol. 39, Iss. 3, pp. 2083-2103
Open Access | Times Cited: 2
LukiMat ja Mavalka: Matemaattisten taitojen tuen tarpeen tunnistaminen esiopetuksessa
Anna-Mari Jäntti, Riikka Mononen
Journal of Early Childhood Education Research (2024) Vol. 13, Iss. 2, pp. 1-29
Open Access
The role of mathematical vocabulary in the development of mathematical skills for Spanish-speaking students
María Inés Susperreguy, Sabrina Di Lonardo Burr, Chang Xu, et al.
Cognitive Development (2024) Vol. 70, pp. 101441-101441
Open Access
Understanding the role of working memory and phonological memory in mathematics and response to intervention for emergent bilingual kindergartners
Madison Cook, Keith Smolkowski, Lina Shanley, et al.
Journal of Numerical Cognition (2024) Vol. 10
Open Access
In Emotion and Reading Motivation, Children With a Diagnosis of Dyslexia Are Not Just the End of a Continuum
Enrica Donolato, Enrico Toffalini, Cesare Cornoldi, et al.
(2024)
Open Access
Combining Cognitive and Affective Factors Related to Mathematical Achievement in 4th Graders: A Network Analysis Study
Anne H. van Hoogmoed, Paul Adriaanse, Myrthe Vermeiden, et al.
(2024)
Closed Access
In emotion and reading motivation, children with a diagnosis of dyslexia are not just the end of a continuum
Enrica Donolato, Enrico Toffalini, Cesare Cornoldi, et al.
Dyslexia (2024) Vol. 30, Iss. 3
Open Access
Domain-specific and domain-general skills as predictors of arithmetic fluency development
Riikka Mononen, Johan Korhonen, Karoline Hægeland, et al.
Learning and Individual Differences (2024) Vol. 117, pp. 102585-102585
Open Access
Contributions of the home math environment to young children's emerging math skills
Melissa E. Libertus, Andrew Ribner, Alex M. Silver, et al.
Advances in child development and behavior (2024)
Closed Access
Mathematics achievement and learner characteristics: A systematic review of meta-analyses
Moritz Breit, Michael Schneider, Franzis Preckel
Learning and Individual Differences (2024) Vol. 118, pp. 102621-102621
Open Access
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