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:
Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice
Erdem Onan, Felicitas Biwer, Roman Abel, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
Erdem Onan, Felicitas Biwer, Roman Abel, et al.
npj Science of Learning (2024) Vol. 9, Iss. 1
Open Access | Times Cited: 3
Showing 3 citing articles:
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing
Roman Abel, Anique B. H. de Bruin, Erdem Onan, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 5
Roman Abel, Anique B. H. de Bruin, Erdem Onan, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 2
Open Access | Times Cited: 5
Instruction meets experience: Using theory- and experience-based methods to promote the use of desirable difficulties
Erdem Onan, Felicitas Biwer, Wisnu Wiradhany, et al.
Learning and Instruction (2024) Vol. 93, pp. 101942-101942
Open Access | Times Cited: 3
Erdem Onan, Felicitas Biwer, Wisnu Wiradhany, et al.
Learning and Instruction (2024) Vol. 93, pp. 101942-101942
Open Access | Times Cited: 3
Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention
Tian Fan, Luotong Hui, Liang Luo, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
Tian Fan, Luotong Hui, Liang Luo, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 4
Closed Access
