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:
Theory of mind, language, and reading: Developmental relations from early childhood to early adolescence
Susanne Ebert
Journal of Experimental Child Psychology (2019) Vol. 191, pp. 104739-104739
Open Access | Times Cited: 97
Susanne Ebert
Journal of Experimental Child Psychology (2019) Vol. 191, pp. 104739-104739
Open Access | Times Cited: 97
Showing 1-25 of 97 citing articles:
The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years
Christopher Osterhaus, Susanne Koerber
Child Development (2021) Vol. 92, Iss. 5, pp. 1872-1888
Open Access | Times Cited: 66
Christopher Osterhaus, Susanne Koerber
Child Development (2021) Vol. 92, Iss. 5, pp. 1872-1888
Open Access | Times Cited: 66
Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool
Christopher Osterhaus, Sandra Bosacki
Developmental Review (2022) Vol. 64, pp. 101021-101021
Closed Access | Times Cited: 49
Christopher Osterhaus, Sandra Bosacki
Developmental Review (2022) Vol. 64, pp. 101021-101021
Closed Access | Times Cited: 49
Late Talkers' Language, Metaphor, Theory of Mind, and Reading Skills at 9 Years of Age
Camilla E. Crawshaw, Carina Lüke, Ute Ritterfeld
Journal of Speech Language and Hearing Research (2025) Vol. 68, Iss. 3, pp. 1038-1055
Closed Access | Times Cited: 1
Camilla E. Crawshaw, Carina Lüke, Ute Ritterfeld
Journal of Speech Language and Hearing Research (2025) Vol. 68, Iss. 3, pp. 1038-1055
Closed Access | Times Cited: 1
Reading minds and reading texts: Evidence for independent and specific associations
Serena Lecce, Federica Bianco, Claire Hughes
Cognitive Development (2021) Vol. 57, pp. 101010-101010
Closed Access | Times Cited: 40
Serena Lecce, Federica Bianco, Claire Hughes
Cognitive Development (2021) Vol. 57, pp. 101010-101010
Closed Access | Times Cited: 40
Current understanding of developmental changes in adolescent perspective taking
Miriam Hollarek, Nikki Lee
Current Opinion in Psychology (2022) Vol. 45, pp. 101308-101308
Open Access | Times Cited: 24
Miriam Hollarek, Nikki Lee
Current Opinion in Psychology (2022) Vol. 45, pp. 101308-101308
Open Access | Times Cited: 24
Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda
Vibeke Grøver, Catherine E. Snow, Leigh V. Evans, et al.
Acta Psychologica (2023) Vol. 239, pp. 103997-103997
Open Access | Times Cited: 13
Vibeke Grøver, Catherine E. Snow, Leigh V. Evans, et al.
Acta Psychologica (2023) Vol. 239, pp. 103997-103997
Open Access | Times Cited: 13
Developmental Dynamics and Social Disparities in Early Education-Related Child Development: Results from the BiKS-3-18 Study
Sabine Weinert, Susanne Ebert
Edition ZfE (2024), pp. 91-129
Open Access | Times Cited: 4
Sabine Weinert, Susanne Ebert
Edition ZfE (2024), pp. 91-129
Open Access | Times Cited: 4
Prosodic Modifications to Challenging Communicative Environments in Preschoolers
Hoyoung Yi, Delaney DiCristofaro, Woonyoung Song
Language and Speech (2025)
Closed Access
Hoyoung Yi, Delaney DiCristofaro, Woonyoung Song
Language and Speech (2025)
Closed Access
Gender differences in the relationship between story comprehension and theory of mind skills in Kindergarten children in Saudi Arabia
Afaf Mamdouh Mohamed Barakat, Islah Hassan Elawad, Ahlam Gabr
Applied Neuropsychology Child (2025), pp. 1-8
Closed Access
Afaf Mamdouh Mohamed Barakat, Islah Hassan Elawad, Ahlam Gabr
Applied Neuropsychology Child (2025), pp. 1-8
Closed Access
N200 and late components reveal text-emoji congruency effect in affective theory of mind
Yi Zhong, Haiyu Zhong, Qiong Chen, et al.
Cognitive Affective & Behavioral Neuroscience (2025)
Closed Access
Yi Zhong, Haiyu Zhong, Qiong Chen, et al.
Cognitive Affective & Behavioral Neuroscience (2025)
Closed Access
Does early gesture usage contribute alongside oral language to later theory of mind performance and metaphor comprehension? Indications from a longitudinal study with children aged 1–9 years
Camilla E. Crawshaw, Carina Lüke, Ute Ritterfeld
Language Acquisition (2025), pp. 1-31
Open Access
Camilla E. Crawshaw, Carina Lüke, Ute Ritterfeld
Language Acquisition (2025), pp. 1-31
Open Access
The mediating effect of language on the development of cognitive and affective theory of mind
Felicity J. Bigelow, Gillian M. Clark, Jarrad A. G. Lum, et al.
Journal of Experimental Child Psychology (2021) Vol. 209, pp. 105158-105158
Open Access | Times Cited: 27
Felicity J. Bigelow, Gillian M. Clark, Jarrad A. G. Lum, et al.
Journal of Experimental Child Psychology (2021) Vol. 209, pp. 105158-105158
Open Access | Times Cited: 27
Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence
Edition ZfE (2024)
Open Access | Times Cited: 3
Edition ZfE (2024)
Open Access | Times Cited: 3
Social cognition during and after kindergarten: The relations between first-order and advanced theories of mind
Christopher Osterhaus, Susanne Koerber
European Journal of Developmental Psychology (2020) Vol. 18, Iss. 4, pp. 573-592
Closed Access | Times Cited: 27
Christopher Osterhaus, Susanne Koerber
European Journal of Developmental Psychology (2020) Vol. 18, Iss. 4, pp. 573-592
Closed Access | Times Cited: 27
Early Language Competencies and Advanced Measures of Mental State Understanding Are Differently Related to Listening and Reading Comprehension in Early Adolescence
Susanne Ebert
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 26
Susanne Ebert
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 26
The relationship between metaphor skills and Theory of Mind in middle childhood: Task and developmental effects
Elisabetta Tonini, Luca Bischetti, Paola Del Sette, et al.
Cognition (2023) Vol. 238, pp. 105504-105504
Closed Access | Times Cited: 9
Elisabetta Tonini, Luca Bischetti, Paola Del Sette, et al.
Cognition (2023) Vol. 238, pp. 105504-105504
Closed Access | Times Cited: 9
Differential Effects of the Home Language and Literacy Environment on Child Language and Theory of Mind and Their Relation to Socioeconomic Background
Susanne Ebert, Simone Lehrl, Sabine Weinert
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 23
Susanne Ebert, Simone Lehrl, Sabine Weinert
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 23
Theory of Mind and Peer Attachment in Adolescence
Marta Białecka‐Pikul, Małgorzata Stępień‐Nycz, Marta Szpak, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 4, pp. 1202-1217
Closed Access | Times Cited: 20
Marta Białecka‐Pikul, Małgorzata Stępień‐Nycz, Marta Szpak, et al.
Journal of Research on Adolescence (2021) Vol. 31, Iss. 4, pp. 1202-1217
Closed Access | Times Cited: 20
Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality
Nadine Wieduwilt, Simone Lehrl, Yvonne Anders
Early Childhood Research Quarterly (2022) Vol. 62, pp. 175-185
Closed Access | Times Cited: 14
Nadine Wieduwilt, Simone Lehrl, Yvonne Anders
Early Childhood Research Quarterly (2022) Vol. 62, pp. 175-185
Closed Access | Times Cited: 14
Advanced Theory of Mind
Scott A. Miller
Oxford University Press eBooks (2022)
Closed Access | Times Cited: 13
Scott A. Miller
Oxford University Press eBooks (2022)
Closed Access | Times Cited: 13
Social cognition in DMD and BMD dystrophinopathies: A cross-sectional preliminary study
Irune García, Óscar Martínez, Juan Francisco López Paz, et al.
The Clinical Neuropsychologist (2023) Vol. 38, Iss. 1, pp. 219-234
Closed Access | Times Cited: 7
Irune García, Óscar Martínez, Juan Francisco López Paz, et al.
The Clinical Neuropsychologist (2023) Vol. 38, Iss. 1, pp. 219-234
Closed Access | Times Cited: 7
School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind
Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, et al.
Learning and Individual Differences (2021) Vol. 93, pp. 102111-102111
Closed Access | Times Cited: 17
Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, et al.
Learning and Individual Differences (2021) Vol. 93, pp. 102111-102111
Closed Access | Times Cited: 17
How language affects social cognition and emotional competence in typical and atypical development: A systematic review
Elena Grau‐Husarikova, Alberto Sánchez Pedroche, Cristina Mumbardó‐Adam, et al.
International Journal of Language & Communication Disorders (2024) Vol. 59, Iss. 5, pp. 1788-1816
Open Access | Times Cited: 2
Elena Grau‐Husarikova, Alberto Sánchez Pedroche, Cristina Mumbardó‐Adam, et al.
International Journal of Language & Communication Disorders (2024) Vol. 59, Iss. 5, pp. 1788-1816
Open Access | Times Cited: 2
Live vs video interaction: sensorimotor and visual cortical oscillations during action observation
Ekaterina Karimova, Alena S Ovakimian, Nikita Katermin
Cerebral Cortex (2024) Vol. 34, Iss. 4
Open Access | Times Cited: 2
Ekaterina Karimova, Alena S Ovakimian, Nikita Katermin
Cerebral Cortex (2024) Vol. 34, Iss. 4
Open Access | Times Cited: 2
Are theory of mind and metaphor comprehension causally related? A training study in middle childhood
Paola Del Sette, Valentina Bambini, Elisabetta Tonini, et al.
Language Acquisition (2024), pp. 1-21
Closed Access | Times Cited: 2
Paola Del Sette, Valentina Bambini, Elisabetta Tonini, et al.
Language Acquisition (2024), pp. 1-21
Closed Access | Times Cited: 2
