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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:

Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures
Sara Caviola, Lincoln Colling, Irene C. Mammarella, et al.
Developmental Science (2020) Vol. 23, Iss. 6
Open Access | Times Cited: 58

Showing 1-25 of 58 citing articles:

Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders
Giulia Crisci, Sara Caviola, Ramona Cardillo, et al.
Frontiers in Human Neuroscience (2021) Vol. 15
Open Access | Times Cited: 70
No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities
Irene C. Mammarella, Enrico Toffalini, Sara Caviola, et al.
Journal of Child Psychology and Psychiatry (2021) Vol. 62, Iss. 6, pp. 704-714
Open Access | Times Cited: 57
Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors
Monika Szczygieł, Dénes Szücs, Enrico Toffalini
Learning and Instruction (2024) Vol. 92, pp. 101906-101906
Open Access | Times Cited: 9
Out of the noise: Effects of sound environment on maths performance in middle-school students
Sara Caviola, Chiara Visentin, Erika Borella, et al.
Journal of Environmental Psychology (2021) Vol. 73, pp. 101552-101552
Open Access | Times Cited: 47
Let’s face it! The role of social anxiety and executive functions in recognizing others’ emotions from faces: Evidence from autism and specific learning disorders
Rachele Lievore, Ramona Cardillo, Irene C. Mammarella
Development and Psychopathology (2024), pp. 1-13
Open Access | Times Cited: 8
Measuring the acuity of the approximate number system in young children
Attila Krajcsi, Dana L. Chesney, Krzysztof Cipora, et al.
Developmental Review (2024) Vol. 72, pp. 101131-101131
Open Access | Times Cited: 6
Early predictors of mathematics learning difficulty in rural Chinese children
Yingyi Liu, Xiao Zhang, Nan Xiao
Learning and Individual Differences (2025) Vol. 118, pp. 102630-102630
Closed Access
Understanding the Role of Cognitive Abilities and Math Anxiety in Adolescent Math Achievement
Lorenzo Esposito, Irene Tonizzi, Maria Carmen Usai, et al.
Journal of Intelligence (2025) Vol. 13, Iss. 4, pp. 44-44
Open Access
Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation
Rachele Lievore, Sara Caviola, Irene C. Mammarella
Learning and Individual Differences (2025) Vol. 121, pp. 102693-102693
Open Access
The Relationship between Working Memory and Arithmetic in Primary School Children: A Meta-Analysis
Yuxin Zhang, Andrew Tolmie, Rebecca Gordon
Brain Sciences (2022) Vol. 13, Iss. 1, pp. 22-22
Open Access | Times Cited: 16
The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade
Marina Shvartsman, Shelley Shaul
Children (2023) Vol. 10, Iss. 8, pp. 1285-1285
Open Access | Times Cited: 9
The relation between working memory, number sense, and mathematics throughout primary education in children with and without mathematical difficulties
Michel Nelwan, Ilona Friso‐van den Bos, Constance Vissers, et al.
Child Neuropsychology (2021) Vol. 28, Iss. 2, pp. 143-170
Open Access | Times Cited: 19
Discerning Developmental Dyscalculia and Neurodevelopmental Models of Numerical Cognition in a Disadvantaged Educational Context
Flávia H. Santos, Fabiana Silva Ribeiro, Ana Luiza Dias-Piovezana, et al.
Brain Sciences (2022) Vol. 12, Iss. 5, pp. 653-653
Open Access | Times Cited: 13
Walking another pathway: The inclusion of patterning in the pathways to mathematics model
Sabrina Di Lonardo Burr, Chang Xu, Heather Douglas, et al.
Journal of Experimental Child Psychology (2022) Vol. 222, pp. 105478-105478
Open Access | Times Cited: 12
Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency
Mei Ma, Maxim Likhanov, Xinlin Zhou
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 897-918
Closed Access | Times Cited: 2
A human-like artificial intelligence for mathematics
Santiago Alonso-Díaz
Mind & Society (2024)
Closed Access | Times Cited: 2
Short-Term and Long-Term Effects of COVID-19 and Remote Learning: Experiences of Parents Supporting Children with Mathematical Learning Disabilities in Israel
Sarit Ashkenazi, Sonia Hassoun
Education Sciences (2024) Vol. 14, Iss. 9, pp. 995-995
Open Access | Times Cited: 2
Cognitive correlates of math abilities in autism spectrum disorder
Irene Tonizzi, Maria Carmen Usai
PLoS ONE (2024) Vol. 19, Iss. 9, pp. e0310525-e0310525
Open Access | Times Cited: 2
Using working memory performance to predict mathematics performance 2 years on
K.N. Allen, David Giofrè, Steve Higgins, et al.
Psychological Research (2020) Vol. 85, Iss. 5, pp. 1986-1996
Open Access | Times Cited: 17
Re-establishing the distinction between numerosity, numerousness, and number in numerical cognition
César Frederico dos Santos
Philosophical Psychology (2022) Vol. 35, Iss. 8, pp. 1152-1180
Closed Access | Times Cited: 10
Visuo-Spatial Working Memory and Mathematical Skills in Children: A Network Analysis Study
Luigi Macchitella, Giorgia Tosi, Daniele Romano, et al.
Behavioral Sciences (2023) Vol. 13, Iss. 4, pp. 294-294
Open Access | Times Cited: 6
Groupitizing Improves Estimation of Numerosity of Auditory Sequences
Giovanni Anobile, Elisa Castaldi, Paula A. Maldonado Moscoso, et al.
Frontiers in Human Neuroscience (2021) Vol. 15
Open Access | Times Cited: 12
The unique role of spatial working memory for mathematics performance
Sarit Silverman, Sarit Ashkenazi
Journal of Numerical Cognition (2022) Vol. 8, Iss. 1, pp. 226-243
Open Access | Times Cited: 8
A-B-3—Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?
Viktoria Jöbstl, Anna Steiner, Pia Deimann, et al.
PLoS ONE (2023) Vol. 18, Iss. 5, pp. e0285437-e0285437
Open Access | Times Cited: 4
Working Memory Profiles and Their Impact on Early Literacy and Numeracy Skills in Kindergarten Children
Marina Shvartsman, Shelley Shaul
Child & Youth Care Forum (2024) Vol. 53, Iss. 5, pp. 1141-1171
Closed Access | Times Cited: 1
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