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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:

Learning to focus on number
Manuela Piazza, Vito De Feo, Stefano Panzeri, et al.
Cognition (2018) Vol. 181, pp. 35-45
Open Access | Times Cited: 60

Showing 1-25 of 60 citing articles:

Spontaneous supra-modal encoding of number in the infant brain
Giulia Gennari, Stanislas Dehaene, Chanel Valera, et al.
Current Biology (2023) Vol. 33, Iss. 10, pp. 1906-1915.e6
Open Access | Times Cited: 52
Attentional amplification of neural codes for number independent of other quantities along the dorsal visual stream
Elisa Castaldi, Manuela Piazza, Stanislas Dehaene, et al.
eLife (2019) Vol. 8
Open Access | Times Cited: 120
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
Severe Developmental Dyscalculia Is Characterized by Core Deficits in Both Symbolic and Nonsymbolic Number Sense
Gisella Decarli, Francesco Sella, Silvia Lanfranchi, et al.
Psychological Science (2022) Vol. 34, Iss. 1, pp. 8-21
Open Access | Times Cited: 30
Measuring the acuity of the approximate number system in young children
Attila Krajcsi, Dana L. Chesney, Krzysztof Cipora, et al.
Developmental Review (2024) Vol. 72, pp. 101131-101131
Open Access | Times Cited: 6
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function
Eric D. Wilkey, Courtney Pollack, Gavin R. Price
Child Development (2018) Vol. 91, Iss. 2, pp. 596-619
Open Access | Times Cited: 57
Challenging the neurobiological link between number sense and symbolic numerical abilities
Eric D. Wilkey, Daniel Ansari
Annals of the New York Academy of Sciences (2019) Vol. 1464, Iss. 1, pp. 76-98
Closed Access | Times Cited: 51
Visual sense of number vs. sense of magnitude in humans and machines
Alberto Testolin, Serena Dolfi, Mathijs Rochus, et al.
Scientific Reports (2020) Vol. 10, Iss. 1
Open Access | Times Cited: 48
The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues
Yue Qi, Xiao Yu, Di Li, et al.
Cognitive Development (2025) Vol. 74, pp. 101559-101559
Closed Access
Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus
Eric D. Wilkey, Gavin R. Price
Human Brain Mapping (2018) Vol. 40, Iss. 3, pp. 928-943
Open Access | Times Cited: 38
Sharpening the number sense: Developmental trends in numerosity perception
Irene Oeo Morín, Fien Depaepe, Bert Reynvoet
Journal of Experimental Child Psychology (2025) Vol. 256, pp. 106262-106262
Closed Access
Making sense of the relation between number sense and math
Bert Reynvoet, Andrew Ribner, Leanne Elliott, et al.
Journal of Numerical Cognition (2021) Vol. 7, Iss. 3, pp. 308-327
Open Access | Times Cited: 23
The relative salience of numerical and non-numerical dimensions shifts over development: A re-analysis of
Lauren S Aulet, Stella F. Lourenco
Cognition (2021) Vol. 210, pp. 104610-104610
Open Access | Times Cited: 22
The Domain‐Specificity of Domain‐Generality: Attention, Executive Function, and Academic Skills
Eric D. Wilkey
Mind Brain and Education (2023) Vol. 17, Iss. 4, pp. 349-361
Open Access | Times Cited: 8
Emergence of the Link Between the Approximate Number System and Symbolic Math Ability
Jinjing Wang, Justin Halberda, Lisa Feigenson
Child Development (2020) Vol. 92, Iss. 2
Closed Access | Times Cited: 22
Certainty in numerical judgments develops independently of the approximate number system
Carolyn Baer, Darko Odic
Cognitive Development (2019) Vol. 52, pp. 100817-100817
Open Access | Times Cited: 22
Spontaneous perception of numerosity in pre-school children
Giovanni Anobile, Gabriella Guerrini, David C. Burr, et al.
Proceedings of the Royal Society B Biological Sciences (2019) Vol. 286, Iss. 1906, pp. 20191245-20191245
Open Access | Times Cited: 20
Numerosity and cumulative surface area are perceived holistically as integral dimensions
Lauren S Aulet, Stella F. Lourenco
(2020)
Open Access | Times Cited: 20
Modeling Magnitude Discrimination: Effects of Internal Precision and Attentional Weighting of Feature Dimensions
Emily Sanford, Chad M. Topaz, Justin Halberda
Cognitive Science (2024) Vol. 48, Iss. 2
Closed Access | Times Cited: 2
Weaker number sense accounts for impaired numerosity perception in dyscalculia: Behavioral and computational evidence
Serena Dolfi, Gisella Decarli, Maristella Lunardon, et al.
Developmental Science (2024)
Open Access | Times Cited: 2
Numerosity and cumulative surface area are perceived holistically as integral dimensions.
Lauren S Aulet, Stella F. Lourenco
Journal of Experimental Psychology General (2020) Vol. 150, Iss. 1, pp. 145-156
Open Access | Times Cited: 18
Number sense at 12 months predicts 4‐year‐olds’ maths skills
Gisella Decarli, Donatella Zingaro, Luca Surian, et al.
Developmental Science (2023) Vol. 26, Iss. 6
Open Access | Times Cited: 6
Evidence for the role of inhibition in numerical comparison: A negative priming study in 7- to 8-year-olds and adults
Arnaud Viarouge, Olivier Houdé, Grégoire Borst
Journal of Experimental Child Psychology (2019) Vol. 186, pp. 131-141
Open Access | Times Cited: 17
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool‐aged children
Yi Mou, Bo Zhang, Daniel C. Hyde
Child Development (2022) Vol. 94, Iss. 2
Open Access | Times Cited: 9
Trend judgment as a perceptual building block of graphicacy and mathematics, across age, education, and culture
Lorenzo Ciccione, Mathias Sablé-Meyer, Esther Boissin, et al.
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 5
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