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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:

Training the Approximate Number System Improves Math Proficiency
Joonkoo Park, Elizabeth M. Brannon
Psychological Science (2013) Vol. 24, Iss. 10, pp. 2013-2019
Open Access | Times Cited: 340

Showing 1-25 of 340 citing articles:

Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: a meta‐analysis
Michael Schneider, Kassandra Beeres, Leyla Coban, et al.
Developmental Science (2016) Vol. 20, Iss. 3
Open Access | Times Cited: 657
Association between individual differences in non-symbolic number acuity and math performance: A meta-analysis
Qixuan Chen, Jingguang Li
Acta Psychologica (2014) Vol. 148, pp. 163-172
Closed Access | Times Cited: 387
Number sense in infancy predicts mathematical abilities in childhood
Ariel Starr, Melissa E. Libertus, Elizabeth M. Brannon
Proceedings of the National Academy of Sciences (2013) Vol. 110, Iss. 45, pp. 18116-18120
Open Access | Times Cited: 342
The Infancy of the Human Brain
Ghislaine Dehaene‐Lambertz, Elizabeth S. Spelke
Neuron (2015) Vol. 88, Iss. 1, pp. 93-109
Open Access | Times Cited: 237
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children
Daniel C. Hyde, Saeeda Khanum, Elizabeth S. Spelke
Cognition (2014) Vol. 131, Iss. 1, pp. 92-107
Open Access | Times Cited: 224
Links Between the Intuitive Sense of Number and Formal Mathematics Ability
Lisa Feigenson, Melissa E. Libertus, Justin Halberda
Child Development Perspectives (2013) Vol. 7, Iss. 2, pp. 74-79
Open Access | Times Cited: 218
Modeling the approximate number system to quantify the contribution of visual stimulus features
Nicholas K. DeWind, Geoffrey K. Adams, Michael L. Platt, et al.
Cognition (2015) Vol. 142, pp. 247-265
Open Access | Times Cited: 208
Magnitude knowledge: the common core of numerical development
Robert S. Siegler
Developmental Science (2016) Vol. 19, Iss. 3, pp. 341-361
Open Access | Times Cited: 204
Sensory-integration system rather than approximate number system underlies numerosity processing: A critical review
Titia Gebuis, Roi Cohen Kadosh, Wim Gevers
Acta Psychologica (2016) Vol. 171, pp. 17-35
Open Access | Times Cited: 202
Improving arithmetic performance with number sense training: An investigation of underlying mechanism
Joonkoo Park, Elizabeth M. Brannon
Cognition (2014) Vol. 133, Iss. 1, pp. 188-200
Open Access | Times Cited: 170
Rapid and Direct Encoding of Numerosity in the Visual Stream
Joonkoo Park, Nicholas K. DeWind, Marty G. Woldorff, et al.
Cerebral Cortex (2015), pp. bhv017-bhv017
Open Access | Times Cited: 165
Enhancing Children's Spatial and Numerical Skills through a Dynamic Spatial Approach to Early Geometry Instruction: Effects of a 32-Week Intervention
Zachary Hawes, Joan Moss, Beverly Caswell, et al.
Cognition and Instruction (2017) Vol. 35, Iss. 3, pp. 236-264
Closed Access | Times Cited: 154
Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11
Bethany Rittle‐Johnson, Emily R. Fyfe, Kerry G. Hofer, et al.
Child Development (2016) Vol. 88, Iss. 5, pp. 1727-1742
Closed Access | Times Cited: 148
The symbol-grounding problem in numerical cognition: A review of theory, evidence, and outstanding questions.
Tali Leibovich, Daniel Ansari
Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale (2016) Vol. 70, Iss. 1, pp. 12-23
Closed Access | Times Cited: 136
A mental number line in human newborns
Elisa Di Giorgio, Marco Lunghi, Rosa Rugani, et al.
Developmental Science (2019) Vol. 22, Iss. 6
Open Access | Times Cited: 127
Thinking about quantity: the intertwined development of spatial and numerical cognition
Nora S. Newcombe, Susan C. Levine, Kelly S. Mix
Wiley Interdisciplinary Reviews Cognitive Science (2015) Vol. 6, Iss. 6, pp. 491-505
Closed Access | Times Cited: 121
Ontogenetic Origins of Human Integer Representations
Susan Carey, David Barner
Trends in Cognitive Sciences (2019) Vol. 23, Iss. 10, pp. 823-835
Open Access | Times Cited: 120
Non-symbolic approximate arithmetic training improves math performance in preschoolers
Joonkoo Park, Vanessa Bermudez, Rachel Roberts, et al.
Journal of Experimental Child Psychology (2016) Vol. 152, pp. 278-293
Open Access | Times Cited: 117
Assessing “Economic Value”
Dan R. Schley, Ellen Peters
Psychological Science (2014) Vol. 25, Iss. 3, pp. 753-761
Closed Access | Times Cited: 116
Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics
Moira R. Dillon, Harini Kannan, Joshua T. Dean, et al.
Science (2017) Vol. 357, Iss. 6346, pp. 47-55
Open Access | Times Cited: 114
Spontaneous versus trained numerical abilities. A comparison between the two main tools to study numerical competence in non-human animals
Christian Agrillo, Angelo Bisazza
Journal of Neuroscience Methods (2014) Vol. 234, pp. 82-91
Closed Access | Times Cited: 112
Predicting first-grade mathematics achievement: the contributions of domain-general cognitive abilities, nonverbal number sense, and early number competence
Caroline Hornung, Christine Schiltz, Martin Brunner, et al.
Frontiers in Psychology (2014) Vol. 5
Open Access | Times Cited: 101
Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families
Leanne Keller, Melissa E. Libertus
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 100
Core Knowledge, Language, and Number
Elizabeth S. Spelke
Language Learning and Development (2017) Vol. 13, Iss. 2, pp. 147-170
Closed Access | Times Cited: 95
Visual perception can account for the close relation between numerosity processing and computational fluency
Xinlin Zhou, Wei Wei, Yiyun Zhang, et al.
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 94
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