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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:

Neuroscience and education: myths and messages
Paul Howard‐Jones
Nature reviews. Neuroscience (2014) Vol. 15, Iss. 12, pp. 817-824
Closed Access | Times Cited: 585

Showing 1-25 of 585 citing articles:

Academic Ableism
Jay Dolmage
(2017)
Open Access | Times Cited: 544
Stop propagating the learning styles myth
Paul A. Kirschner
Computers & Education (2016) Vol. 106, pp. 166-171
Closed Access | Times Cited: 396
The Scientific Status of Learning Styles Theories
Daniel T. Willingham, Elizabeth M. Hughes, David G. Dobolyi
Teaching of Psychology (2015) Vol. 42, Iss. 3, pp. 266-271
Closed Access | Times Cited: 354
The practical and principled problems with educational neuroscience.
Jeffrey S. Bowers
Psychological Review (2016) Vol. 123, Iss. 5, pp. 600-612
Open Access | Times Cited: 226
Annual Research Review: Educational neuroscience: progress and prospects
Michael S. C. Thomas, Daniel Ansari, Victoria C. P. Knowland
Journal of Child Psychology and Psychiatry (2018) Vol. 60, Iss. 4, pp. 477-492
Open Access | Times Cited: 215
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
Kelly T. Macdonald, Laura Germine, Alida Anderson, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 214
Evidence-Based Higher Education – Is the Learning Styles ‘Myth’ Important?
Philip M. Newton, Mahallad Miah
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 188
The Learning Styles Myth is Thriving in Higher Education
Philip M. Newton
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 185
The Neuroscience of Intelligence
Richard J. Haier
(2016)
Closed Access | Times Cited: 185
The role of neuroscience within psychology: A call for inclusiveness over exclusiveness.
Seth J. Schwartz, Scott O. Lilienfeld, Alan Meca, et al.
American Psychologist (2016) Vol. 71, Iss. 1, pp. 52-70
Closed Access | Times Cited: 181
The Persistence of Neuromyths in the Educational Settings: A Systematic Review
Marta Torrijos-Muelas, Sixto González‐Víllora, Ana Rosa Bodoque-Osma
Frontiers in Psychology (2021) Vol. 11
Open Access | Times Cited: 108
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Evidence-Based Practice: The Psychology of EBP Implementation
Denise M. Rousseau, Brian Gunia
Annual Review of Psychology (2015) Vol. 67, Iss. 1, pp. 667-692
Closed Access | Times Cited: 171
Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation
Marta Ferrero, Pablo Garaizar, Miguel A. Vadillo
Frontiers in Human Neuroscience (2016) Vol. 10
Open Access | Times Cited: 149
The principles and practices of educational neuroscience: Comment on Bowers (2016).
Paul Howard‐Jones, Sashank Varma, Daniel Ansari, et al.
Psychological Review (2016) Vol. 123, Iss. 5, pp. 620-627
Open Access | Times Cited: 145
Neuromyths Among Teachers and Student Teachers
Eric Tardif, Pierre‐André Doudin, Nicolas Meylan
Mind Brain and Education (2015) Vol. 9, Iss. 1, pp. 50-59
Closed Access | Times Cited: 138
Where is the evidence?
Rebecca Ferguson, Doug Clow
(2017), pp. 56-65
Closed Access | Times Cited: 136
Educational Neuromyths Among Teachers in Latin America
Ezequiel Gleichgerrcht, Benjamín Lira Luttges, Florencia Salvarezza, et al.
Mind Brain and Education (2015) Vol. 9, Iss. 3, pp. 170-178
Closed Access | Times Cited: 124
Instruction Based on Adaptive Learning Technologies
Vincent Aleven, Elizabeth A. McLaughlin, R. Amos Glenn, et al.
(2016)
Closed Access | Times Cited: 119
The cognitive challenges of effective teaching
Stephen L. Chew, William Cerbin
The Journal of Economic Education (2020) Vol. 52, Iss. 1, pp. 17-40
Closed Access | Times Cited: 116
Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching
Melinda T. Owens, Kimberly D. Tanner
CBE—Life Sciences Education (2017) Vol. 16, Iss. 2, pp. fe2-fe2
Open Access | Times Cited: 98
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
Μαριέττα Παπαδάτου-Παστού, Eleni Haliou, Filippos Vlachos
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 89
Contributions of Neuroscience Knowledge to Teachers and Their Practice
Janet M. Dubinsky, S. Selcen Guzey, Marc S. Schwartz, et al.
The Neuroscientist (2019) Vol. 25, Iss. 5, pp. 394-407
Closed Access | Times Cited: 84
Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning
Beth A. Rogowsky, Barbara M. Calhoun, Paula Tallal
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 84
Sex Effects on Development of Brain Structure and Executive Functions: Greater Variance than Mean Effects
Lara M. Wierenga, Marieke G.N. Bos, Fabienne van Rossenberg, et al.
Journal of Cognitive Neuroscience (2019) Vol. 31, Iss. 5, pp. 730-753
Open Access | Times Cited: 79
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