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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:

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

Showing 22 citing articles:

Neural indicators of numerical abilities in the infant human brain: A systematic review
E. Visibelli, Annamaria Porru, Daniela Lucangeli, et al.
Developmental Review (2024) Vol. 74, pp. 101150-101150
Open Access | Times Cited: 3
The real preschoolers of Orange County: Early number learning in a diverse group of children
Barbara W. Sarnecka, James Negen, Nicole R. Scalise, et al.
Journal of Numerical Cognition (2023) Vol. 9, Iss. 1, pp. 65-88
Open Access | Times Cited: 4
Is Nonsymbolic Arithmetic Truly “Arithmetic”? Examining the Computational Capacity of the Approximate Number System in Young Children
Chen Cheng, Melissa M. Kibbe
Cognitive Science (2023) Vol. 47, Iss. 6
Open Access | Times Cited: 4
Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study
Daniel C. Hyde, Yi Mou, Ilaria Berteletti, et al.
PLoS ONE (2021) Vol. 16, Iss. 11, pp. e0259775-e0259775
Open Access | Times Cited: 10
Teasing apart the unique contributions of cognitive and affective predictors of math performance
Alex M. Silver, Leanne Elliott, Bert Reynvoet, et al.
Annals of the New York Academy of Sciences (2022) Vol. 1511, Iss. 1, pp. 173-190
Open Access | Times Cited: 7
Longitudinal study of symbolic and non-symbolic magnitude processing and its relationship with mathematical achievement
Estíbaliz Aragón Mendizábal, María del Carmen Canto López, Manuel Aguilar Villagrán, et al.
Revista de Psicodidáctica (English ed ) (2022) Vol. 28, Iss. 1, pp. 44-50
Open Access | Times Cited: 7
Capturing the young child's reports of cancer treatment tolerability: Does our practice reflect an assumption that they cannot report?
Bryce B. Reeve, Alexy Hernandez, David R. Freyer, et al.
Pediatric Blood & Cancer (2022) Vol. 70, Iss. 1
Closed Access | Times Cited: 6
Magnitude representation of preschool children with autism spectrum condition
Xueyan Li, Jiaxi Li, Sijia Zhao, et al.
Autism (2023) Vol. 28, Iss. 4, pp. 866-880
Closed Access | Times Cited: 2
Estudio longitudinal sobre procesamiento de magnitudes simbólicas y no-simbólicas y su relación con la competencia matemática
Estíbaliz Aragón Mendizábal, María del Carmen Canto López, Manuel Aguilar Villagrán, et al.
Revista de Psicodidáctica (2022) Vol. 28, Iss. 1, pp. 44-50
Open Access | Times Cited: 3
Math language matters: mathematical verbal skills, not analog representation of nonsymbolic magnitudes, predict symbolic fraction abilities in primary school children
Yunji Park, Percival G. Matthews
(2024)
Open Access
The relationship between approximate number system and mathematical achievement in 5–6 years children: a parallel mediation analysis
Jingyang Hua, Yajie Zhang
Early Child Development and Care (2024) Vol. 194, Iss. 4, pp. 507-523
Closed Access
Predicting individual differences in preschoolers’ numeracy and geometry knowledge: The role of understanding abstract relations between objects and quantities
Melissa E. Libertus, Portia Miller, Erica L. Zippert, et al.
Journal of Experimental Child Psychology (2024) Vol. 247, pp. 106035-106035
Closed Access
How many seconds was that? Teaching children about time does not refine their ability to track durations
Karina Hamamouche, Sara Cordes
Cognition (2023) Vol. 235, pp. 105410-105410
Closed Access | Times Cited: 1
Understanding the social–emotional components of our “number sense”: insights from a novel non-symbolic numerical comparison task
Marta K. Mielicki, Rahma Mbarki, Jinjing Wang
Frontiers in Psychology (2024) Vol. 15
Open Access
The real preschoolers of Orange County: Early number learning in a diverse group of children
Barbara W. Sarnecka, James Negen, Nicole R. Scalise, et al.
(2021)
Open Access | Times Cited: 2
Testing the role of symbols in preschool numeracy: An experimental computer-based intervention study
Daniel C. Hyde, Yi Mou, Ilaria Berteletti, et al.
(2021)
Open Access | Times Cited: 1
Learning Multimodal Cues of Children’s Uncertainty
Qi Cheng, Mert İnan, Rahma Mbarki, et al.
(2023), pp. 433-443
Open Access
Arithmetic operations without symbols are unimpaired in adults with math anxiety
Eli Zaleznik, Olivia Comeau, Joonkoo Park
Quarterly Journal of Experimental Psychology (2022) Vol. 76, Iss. 6, pp. 1264-1274
Closed Access
How Many Seconds Was that? Teaching Children About Time Does Not Refine Their Ability to Track Durations
Karina Hamamouche, Sara Cordes
SSRN Electronic Journal (2022)
Closed Access
The theoretical accounts and developmental predictors of operational momentum effect
儿童理解和进行复杂数学运算的基础 运算动量偏差是指个体在进行基本数学运算时倾向于高估加法运算结 果而低估减法运算结果的一种运算偏差
Advances in Psychological Science (2022) Vol. 30, Iss. 12, pp. 2777-2777
Open Access
Debates teóricos contemporáneos en Cognición Numérica
Nadir Díaz-Simón, Ignacio Cervieri, Alejandro Maiche
Revista Argentina de Ciencias del Comportamiento (2022) Vol. 14, Iss. 3, pp. 15-31
Open Access
Debates teóricos contemporáneos en Cognición Numérica
Nadir Díaz-Simón, Alejandro Maiche, Ignacio Cervieri
(2021)
Open Access
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