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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:

Boys’ advantage on the fractions number line is mediated by visuospatial attention: Evidence for a parietal‐spatial contribution to number line learning
David C. Geary, John E. Scofield, Mary K. Hoard, et al.
Developmental Science (2020) Vol. 24, Iss. 3
Closed Access | Times Cited: 23

Showing 23 citing articles:

The Evolved Mind and Modern Education
David C. Geary
(2024)
Closed Access | Times Cited: 7
An examination of gender differences in spatial skills and math attitudes in relation to mathematics success: A bio-psycho-social model
Beth M. Casey, Colleen M. Ganley
Developmental Review (2021) Vol. 60, pp. 100963-100963
Closed Access | Times Cited: 38
Tracing the origins of the STEM gender gap: The contribution of childhood spatial skills
Jing Tian, Kexin Ren, Nora S. Newcombe, et al.
Developmental Science (2022) Vol. 26, Iss. 2
Open Access | Times Cited: 16
Spatial ability as a distinct domain of human cognition: An evolutionary perspective
David C. Geary
Intelligence (2021) Vol. 90, pp. 101616-101616
Closed Access | Times Cited: 19
Leveraging Math Cognition to Combat Health Innumeracy
Clarissa A. Thompson, Marta K. Mielicki, F. D. Rivera, et al.
Perspectives on Psychological Science (2022) Vol. 18, Iss. 1, pp. 152-177
Open Access | Times Cited: 12
The relation between number line performance and mathematics outcomes: Two meta‐analyses
Zehra E. Ünal, Züleyha Terzi, Beyzanur Yalvaç, et al.
Developmental Science (2024) Vol. 27, Iss. 4
Closed Access | Times Cited: 2
Boys’ visuospatial abilities compensate for their relatively poor in-class attentive behavior in learning mathematics
David C. Geary, Mary K. Hoard, Lara Nugent
Journal of Experimental Child Psychology (2021) Vol. 211, pp. 105222-105222
Open Access | Times Cited: 15
Perceptions of ease and difficulty, but not growth mindset, relate to specific math attitudes
Marta K. Mielicki, Lauren K. Schiller, Charles J. Fitzsimmons, et al.
British Journal of Educational Psychology (2021) Vol. 92, Iss. 2, pp. 707-729
Closed Access | Times Cited: 11
Varieties of Number-Line Estimation: Systematic Review, Models, and Data
Jike Qin, Dan Kim, John E. Opfer
Developmental Review (2024) Vol. 74, pp. 101161-101161
Closed Access | Times Cited: 1
Confidence in COVID problem solving: What factors predict adults’ item-level metacognitive judgments on health-related math problems before and after an educational intervention?
Daniel A. Scheibe, Charles J. Fitzsimmons, Marta K. Mielicki, et al.
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 989-1023
Open Access | Times Cited: 7
Examining the relation between whole numbers and fractions: A meta-analytic structural equation modeling approach
Xin Lin, Sarah R. Powell
Contemporary Educational Psychology (2021) Vol. 67, pp. 102017-102017
Closed Access | Times Cited: 8
The role of domain-general attention and domain-specific processing in working memory in algebraic performance: An experimental approach.
Zehra Emine Ünal, Alicia Forsberg, David C. Geary, et al.
Journal of Experimental Psychology Learning Memory and Cognition (2022) Vol. 48, Iss. 3, pp. 348-374
Open Access | Times Cited: 5
Mathematics Clusters Reveal Strengths and Weaknesses in Adolescents’ Mathematical Competencies, Spatial Abilities, and Mathematics Attitudes
John E. Scofield, Mary K. Hoard, Lara Nugent, et al.
Journal of Cognition and Development (2021) Vol. 22, Iss. 5, pp. 695-720
Open Access | Times Cited: 7
Sex, mathematics, and the brain: An evolutionary perspective
David C. Geary
Developmental Review (2021) Vol. 63, pp. 101010-101010
Closed Access | Times Cited: 5
Form-perception speed predicts mathematical performance in adults and children
Yiyun Zhang, Shijia Fang, Zhuo Chen, et al.
Current Psychology (2022) Vol. 42, Iss. 36, pp. 31783-31800
Closed Access | Times Cited: 3
Ninth-grade students’ conceptual understanding of the number line
Zehra E. Ünal, M. Aslı, Gamze Kartal, et al.
Journal of Numerical Cognition (2024) Vol. 10
Open Access
Number Line Estimation: another view in the light of the ACE, Arithmécole, and ELFE data.
Jean‐Paul Fischer
Research Square (Research Square) (2024)
Open Access
Impact of videos and traditional teaching methods on fifth grade students’ achievement in fractions
Nabil Kamal Al Farra, Shashidhar Belbase, Hassan Tairab, et al.
Eurasia Journal of Mathematics Science and Technology Education (2024) Vol. 20, Iss. 12, pp. em2544-em2544
Closed Access
Gender differences in elementary school students’ fraction learning: roles of spatial ability and mathematical anxiety
Ruhai Zhang, Zhongting Chen, Ciping Deng
Frontiers in Psychology (2024) Vol. 15
Open Access
A biopsychological–social view of mathematical development
Dénes Szücs, Irene C. Mammarella
Current Opinion in Behavioral Sciences (2023) Vol. 55, pp. 101332-101332
Open Access | Times Cited: 1
Leveraging Math Cognition to Combat Health Innumeracy
Clarissa A. Thompson, Marta K. Mielicki, F. D. Rivera, et al.
(2022)
Open Access | Times Cited: 1
Development and initial validation of a mathematics-specific spatial vocabulary scale
Zehra Emine Ünal, Lisa M. Ridgley, Yaoran Li, et al.
Frontiers in Education (2023) Vol. 8
Open Access
The Cognitive Foundations of Early Childhood Numeracy
Kelly S. Mix
Advances in early childhood and K-12 education (2022), pp. 317-348
Closed Access
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