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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:

What I don’t know won’t hurt you: The relation between professed ignorance and later knowledge claims.
Tamar Kushnir, Melissa A. Koenig
Developmental Psychology (2017) Vol. 53, Iss. 5, pp. 826-835
Open Access | Times Cited: 42

Showing 1-25 of 42 citing articles:

Cognitive Foundations of Learning from Testimony
Paul L. Harris, Melissa A. Koenig, Kathleen H. Corriveau, et al.
Annual Review of Psychology (2017) Vol. 69, Iss. 1, pp. 251-273
Open Access | Times Cited: 343
Epistemic trust: a comprehensive review of empirical insights and implications for developmental psychopathology
Elizabeth Li, Chloë Campbell, Nick Midgley, et al.
Research in Psychotherapy Psychopathology Process and Outcome (2023) Vol. 26, Iss. 3
Open Access | Times Cited: 17
Children’s Judgments of Epistemic and Moral Agents: From Situations to Intentions
Melissa A. Koenig, Valerie Tiberius, J. Kiley Hamlin
Perspectives on Psychological Science (2019) Vol. 14, Iss. 3, pp. 344-360
Open Access | Times Cited: 48
How Children Learn From Others: An Analysis of Selective Word Learning
David M. Sobel, Zoe Finiasz
Child Development (2020) Vol. 91, Iss. 6
Closed Access | Times Cited: 45
Skepticism and the acquisition of “knowledge”
Shaun Nichols, N. Ángel Pinillos
Mind & Language (2018) Vol. 33, Iss. 4, pp. 397-414
Closed Access | Times Cited: 34
The effects of information utility and teachers’ knowledge on evaluations of under-informative pedagogy across development
Ilona Bass, Elizabeth Bonawitz, Daniel Hawthorne-Madell, et al.
Cognition (2022) Vol. 222, pp. 104999-104999
Open Access | Times Cited: 17
Varieties of Ignorance: Mystery and the Unknown in Science and Religion
Telli Davoodi, Tania Lombrozo
Cognitive Science (2022) Vol. 46, Iss. 4
Open Access | Times Cited: 14
Preschoolers decide who is knowledgeable, who to inform, and who to trust via a causal understanding of how knowledge relates to action
Rosie Aboody, Holly Huey, Julian Jara‐Ettinger
Cognition (2022) Vol. 228, pp. 105212-105212
Open Access | Times Cited: 14
School-age children are more skeptical of inaccurate robots than adults
Teresa Flanagan, N. Georgiou, Brian Scassellati, et al.
Cognition (2024) Vol. 249, pp. 105814-105814
Closed Access | Times Cited: 2
Trusting others: shared reality in testimonial learning
Annelise Pesch, Sarah Suárez, Melissa A. Koenig
Current Opinion in Psychology (2017) Vol. 23, pp. 38-41
Closed Access | Times Cited: 17
Folk personality psychology: mindreading and mindshaping in trait attribution
Evan Westra
Synthese (2020) Vol. 198, Iss. 9, pp. 8213-8232
Closed Access | Times Cited: 16
Individual Differences in Children’s Preferential Learning from Accurate Speakers: Stable but Fragile
Isabelle Cossette, Sophie Fobert, Michael Slinger, et al.
Journal of Cognition and Development (2020) Vol. 21, Iss. 3, pp. 348-367
Closed Access | Times Cited: 14
Children's understanding of when a person's confidence and hesitancy is a cue to their credibility
Susan Birch, Rachel L. Severson, Adam Baimel
PLoS ONE (2020) Vol. 15, Iss. 1, pp. e0227026-e0227026
Open Access | Times Cited: 13
Interpersonal trust in children's testimonial learning
Melissa A. Koenig, Pearl Han Li, Benjamin McMyler
Mind & Language (2021) Vol. 37, Iss. 5, pp. 955-974
Closed Access | Times Cited: 12
Younger, not older, children trust an inaccurate human informant more than an inaccurate robot informant
Xiaoqian Li, W. Quin Yow
Child Development (2023) Vol. 95, Iss. 3, pp. 988-1000
Closed Access | Times Cited: 4
Children's Developing Theory of Mind and Pedagogical Evidence Selection
Ilona Bass, Alison Gopnik, Mason Hanson, et al.
(2018)
Closed Access | Times Cited: 12
Development of Religious Cognition
Rebekah A. Richert, Kathleen H. Corriveau
Annual Review of Developmental Psychology (2022) Vol. 4, Iss. 1, pp. 185-206
Open Access | Times Cited: 6
Sixteen-month-old infants are sensitive to competence in third-party observational learning
Vivian Lee, M. D. Rutherford
Infant Behavior and Development (2018) Vol. 52, pp. 114-120
Closed Access | Times Cited: 8
Children show reduced trust in confident advisors who are partially informed
Michelle Huh, Igor Grossmann, Ori Friedman
Cognitive Development (2019) Vol. 50, pp. 49-55
Open Access | Times Cited: 7
(In)Sensitivity to Accuracy? Children’s and Adults’ Decisions About Who to Trust: The Teacher or the Internet
Silvia Guerrero, Carla Sebastián‐Enesco, Irene García Morales, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 5
Selective Trust and Theory of Mind in Brazilian Children: Effects of Socioeconomic Background
Débora de Hollanda Souza, Sarah Suárez, Melissa A. Koenig
Journal of Cognition and Development (2021) Vol. 22, Iss. 2, pp. 169-184
Closed Access | Times Cited: 5
Children consider a speaker’s information privilege and engage in adaptive selective trust in referential cues
W. Quin Yow, Xiaoqian Li
Cognitive Development (2021) Vol. 60, pp. 101118-101118
Closed Access | Times Cited: 5
Mechanisms of Selective Word Learning: Evidence and Implications
Haykaz Mangardich, Mark A. Sabbagh
Springer eBooks (2018), pp. 147-166
Closed Access | Times Cited: 4
Towards an expanded cognitive developmental science understanding of human teaching / Hacia un conocimiento ampliado de la enseñanza humana basada en la ciencia del desarrollo cognitivo
Sidney Strauss
Journal for the Study of Education and Development Infancia y Aprendizaje (2018) Vol. 41, Iss. 3, pp. 447-490
Open Access | Times Cited: 4
The effects of information utility and teachers’ knowledge on evaluations of under-informative pedagogy across development
Ilona Bass, Elizabeth Bonawitz, Daniel Hawthorne, et al.
(2021)
Closed Access | Times Cited: 4
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