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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:

Statistical Learning and Language Impairments: Toward More Precise Theoretical Accounts
Louisa Bogaerts, Noam Siegelman, Ram Frost
Perspectives on Psychological Science (2020) Vol. 16, Iss. 2, pp. 319-337
Open Access | Times Cited: 69

Showing 1-25 of 69 citing articles:

What to expect where and when: how statistical learning drives visual selection
Jan Theeuwes, Louisa Bogaerts, Dirk van Moorselaar
Trends in Cognitive Sciences (2022) Vol. 26, Iss. 10, pp. 860-872
Open Access | Times Cited: 109
Impaired and Spared Auditory Category Learning in Developmental Dyslexia
Yafit Gabay, Casey L. Roark, Lori L. Holt
Psychological Science (2023) Vol. 34, Iss. 4, pp. 468-480
Open Access | Times Cited: 26
Is there such a thing as a ‘good statistical learner’?
Louisa Bogaerts, Noam Siegelman, Morten H. Christiansen, et al.
Trends in Cognitive Sciences (2021) Vol. 26, Iss. 1, pp. 25-37
Open Access | Times Cited: 41
Toward a Model of Statistical Learning and Reading: Evidence From a Meta-Analysis
Stephen Man Kit Lee, Yanmengna Cui, Xiuli Tong
Review of Educational Research (2022) Vol. 92, Iss. 4, pp. 651-691
Closed Access | Times Cited: 28
When the “Tabula” is Anything but “Rasa:” What Determines Performance in the Auditory Statistical Learning Task?
Amit Elazar, Raquel G. Alhama, Louisa Bogaerts, et al.
Cognitive Science (2022) Vol. 46, Iss. 2
Open Access | Times Cited: 23
Incidental learning and social‐communicative abilities in children with developmental language disorder: Further evaluating the implicit learning deficit hypothesis
Joseph H. R. Maes, Annette Scheper, Daan Hermans, et al.
International Journal of Language & Communication Disorders (2025) Vol. 60, Iss. 2
Open Access
Relationship between implicit learning and early English reading skills is mediated by morphological awareness
Fun Lau, Xin Ru Toh, Jia Hoong Ong, et al.
Reading and Writing (2025)
Open Access
Failure to consolidate statistical learning in developmental dyslexia
Ranin Ballan, Simon Durrant, Dara S. Manoach, et al.
Psychonomic Bulletin & Review (2022) Vol. 30, Iss. 1, pp. 160-173
Open Access | Times Cited: 17
Dissociation Between Linguistic and Nonlinguistic Statistical Learning in Children with Autism
Anqi Hu, Violet Kozloff, Amanda Owen Van Horne, et al.
Journal of Autism and Developmental Disorders (2023) Vol. 54, Iss. 5, pp. 1912-1927
Open Access | Times Cited: 9
The reliability of the serial reaction time task: meta-analysis of test–retest correlations
Catia Margarida Oliveira, Marianna E. Hayiou‐Thomas, Lisa Henderson
Royal Society Open Science (2023) Vol. 10, Iss. 7
Open Access | Times Cited: 8
Response to Commentaries on bilingual language development in autism
Philippe Prévost, Laurice Tuller
Linguistic Approaches to Bilingualism (2021) Vol. 12, Iss. 1, pp. 92-102
Closed Access | Times Cited: 20
Limited Evidence of an Association Between Language, Literacy, and Procedural Learning in Typical and Atypical Development: A Meta‐Analysis
Catia Margarida Oliveira, Lisa Henderson, Marianna E. Hayiou‐Thomas
Cognitive Science (2023) Vol. 47, Iss. 7
Open Access | Times Cited: 7
Statistical learning in patients in the minimally conscious state
Chuan Xu, Hangcheng Li, Jiaxin Gao, et al.
Cerebral Cortex (2022) Vol. 33, Iss. 6, pp. 2507-2516
Open Access | Times Cited: 12
Valence without meaning: Investigating form and semantic components in pseudowords valence
Daniele Gatti, Laura Raveling, Aliona Petrenco, et al.
Psychonomic Bulletin & Review (2024)
Open Access | Times Cited: 2
Statistical learning ability at 17 months relates to early reading skills via oral language
Padraic Monaghan, Lana S. Jago, Lydia Gabriela Speyer, et al.
Journal of Experimental Child Psychology (2024) Vol. 246, pp. 106002-106002
Open Access | Times Cited: 2
On humans' (explicit) intuitions about the meaning of novel words
Daniele Gatti, Francesca Rodio, Luca Rinaldi, et al.
Cognition (2024) Vol. 251, pp. 105882-105882
Closed Access | Times Cited: 2
A Cross-Modal Investigation of Statistical Learning in Developmental Dyslexia
Nitzan Kligler, Yafit Gabay
Scientific Studies of Reading (2023) Vol. 27, Iss. 4, pp. 334-354
Closed Access | Times Cited: 6
Delaying feedback compensates for impaired reinforcement learning in developmental dyslexia
Yafit Gabay
Neurobiology of Learning and Memory (2021) Vol. 185, pp. 107518-107518
Closed Access | Times Cited: 13
Implicit cross-situational word learning in children with and without developmental language disorder and its relation to lexical-semantic knowledge
Iris Broedelet, Paul Boersma, Judith Rispens
Frontiers in Communication (2023) Vol. 8
Open Access | Times Cited: 5
Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia
Nitzan Kligler, Chen Yu, Yafit Gabay
Cognitive Science (2023) Vol. 47, Iss. 9
Open Access | Times Cited: 5
A meta-analysis of 97 studies reveals that statistical learning and language ability are only weakly correlated
Sam Boeve, Haoyu Zhou, Louisa Bogaerts
(2023)
Open Access | Times Cited: 5
Bilingual Processing and Acquisition

Bilingual processing and acquisition (2016)
Closed Access | Times Cited: 13
Unraveling the Interconnections Between Statistical Learning and Dyslexia: A Review of Recent Empirical Studies
Sonia Singh, Christopher M. Conway
Frontiers in Human Neuroscience (2021) Vol. 15
Open Access | Times Cited: 12
Valence without meaning: investigating form and semantic components in pseudowords valence
Daniele Gatti, Laura Raveling, Aliona Petrenco, et al.
(2023)
Open Access | Times Cited: 4
Procedural auditory category learning is selectively disrupted in developmental language disorder
Hadeer Derawi, Casey L. Roark, Yafit Gabay
Psychonomic Bulletin & Review (2023) Vol. 31, Iss. 3, pp. 1181-1192
Open Access | Times Cited: 4
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