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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:

Attention to number: The convergence of numerical magnitude processing, attention, and mathematics in the inferior frontal gyrus
Eric D. Wilkey, Gavin R. Price
Human Brain Mapping (2018) Vol. 40, Iss. 3, pp. 928-943
Open Access | Times Cited: 38

Showing 1-25 of 38 citing articles:

Examination of common and unique brain regions for atypical reading and math: a meta-analysis
Amanda Martinez‐Lincoln, Tess S. Fotidzis, Laurie E. Cutting, et al.
Cerebral Cortex (2023) Vol. 33, Iss. 11, pp. 6959-6989
Open Access | Times Cited: 16
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number‐Specific Executive Function
Eric D. Wilkey, Courtney Pollack, Gavin R. Price
Child Development (2018) Vol. 91, Iss. 2, pp. 596-619
Open Access | Times Cited: 53
Challenging the neurobiological link between number sense and symbolic numerical abilities
Eric D. Wilkey, Daniel Ansari
Annals of the New York Academy of Sciences (2019) Vol. 1464, Iss. 1, pp. 76-98
Closed Access | Times Cited: 49
Making the Executive ‘Function’ for the Foundations of Mathematics: the Need for Explicit Theories of Change for Early Interventions
Gaia Scerif, Emma Blakey, Sylvia Gattas, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 4
Open Access | Times Cited: 15
Enhancing children’s numeracy and executive functions via their explicit integration
Gaia Scerif, Jelena Sučević, Hannah Andrews, et al.
npj Science of Learning (2025) Vol. 10, Iss. 1
Open Access
The Domain‐Specificity of Domain‐Generality: Attention, Executive Function, and Academic Skills
Eric D. Wilkey
Mind Brain and Education (2023) Vol. 17, Iss. 4, pp. 349-361
Open Access | Times Cited: 8
Left posterior prefrontal regions support domain‐general executive processes needed for both reading and math
Kai Wang, Marie T. Banich, Andrew E. Reineberg, et al.
Journal of Neuropsychology (2020) Vol. 14, Iss. 3, pp. 467-495
Closed Access | Times Cited: 22
Modeling Magnitude Discrimination: Effects of Internal Precision and Attentional Weighting of Feature Dimensions
Emily Sanford, Chad M. Topaz, Justin Halberda
Cognitive Science (2024) Vol. 48, Iss. 2
Closed Access | Times Cited: 2
Associations among socioeconomic status and preschool-aged children’s, number skills, and spatial skills: The role of executive function
Heather J. Bachman, Portia Miller, Leanne Elliott, et al.
Journal of Experimental Child Psychology (2022) Vol. 221, pp. 105453-105453
Open Access | Times Cited: 11
Shared Numerosity Representations Across Formats and Tasks Revealed with 7 Tesla fMRI: Decoding, Generalization, and Individual Differences in Behavior
Eric D. Wilkey, Benjamin Conrad, Darren J. Yeo, et al.
Cerebral Cortex Communications (2020) Vol. 1, Iss. 1
Open Access | Times Cited: 17
Neurodevelopmental differences in child and adult number processing: An fMRI-based validation of the triple code model
Mikael Skagenholt, Kenny Skagerlund, Ulf Träff
Developmental Cognitive Neuroscience (2021) Vol. 48, pp. 100933-100933
Open Access | Times Cited: 14
Predicting children’s math skills from task-based and resting-state functional brain connectivity
Andrew Lynn, Eric D. Wilkey, Gavin R. Price
Cerebral Cortex (2021) Vol. 32, Iss. 19, pp. 4204-4214
Open Access | Times Cited: 13
A connectome-based neuromarker of nonverbal number acuity and arithmetic skills
Dai Zhang, Liqin Zhou, Anmin Yang, et al.
Cerebral Cortex (2022) Vol. 33, Iss. 3, pp. 881-894
Open Access | Times Cited: 8
Attention to number requires magnitude-specific inhibition
Arnaud Viarouge, Hoyeon Lee, Grégoire Borst
Cognition (2022) Vol. 230, pp. 105285-105285
Open Access | Times Cited: 8
Enhancing Children’s Numeracy and Executive Function Skills via Explicit Integration: A Randomized Controlled Trial
Gaia Scerif, Jelena Sugevic, Hannah Andrews, et al.
Research Square (Research Square) (2024)
Closed Access | Times Cited: 1
Frequent absent mindedness and the neural mechanism trapped by mobile phone addiction
Jingjing Zhang, Qiuyang Feng, Jiang Qiu
Neuroscience (2024) Vol. 563, pp. 252-260
Closed Access | Times Cited: 1
Brain Engagement During a Cognitive Flexibility Task Relates to Academic Performance in English Learners
Tehila Nugiel, Mackenzie E. Mitchell, Damion V. Demeter, et al.
Mind Brain and Education (2023) Vol. 17, Iss. 2, pp. 149-160
Open Access | Times Cited: 4
The mathematical brain at rest
Eric D. Wilkey, Ira Gupta, Ashini Peiris, et al.
Current Opinion in Behavioral Sciences (2023) Vol. 49, pp. 101246-101246
Closed Access | Times Cited: 3
Children’s Flexible Attention to Numerical and Spatial Magnitudes in Early Childhood
Mary Wagner Fuhs, Nadia Tavassolie, Yiqiao Wang, et al.
Journal of Cognition and Development (2020) Vol. 22, Iss. 1, pp. 22-47
Closed Access | Times Cited: 8
Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade
Eric D. Wilkey, Lina Shanley, Fred W. Sabb, et al.
Developmental Science (2021) Vol. 25, Iss. 3
Closed Access | Times Cited: 8
The neural basis of number word processing in children and adults
Stephanie Bugden, A.T. Park, Amber Mackey, et al.
Developmental Cognitive Neuroscience (2021) Vol. 51, pp. 101011-101011
Open Access | Times Cited: 7
Neural basis of approximate number in congenital blindness
Shipra Kanjlia, Lisa Feigenson, Marina Bedny
Cortex (2021) Vol. 142, pp. 342-356
Open Access | Times Cited: 6
Process of Learning: Insights from Neuropsychology Studies and Asia-Pacific Perspectives
Darren J. Yeo, Fu Yu Kwok, S. H. Annabel Chen
(2023), pp. 1-25
Closed Access | Times Cited: 2
The Brain's Control Networks in Reading: Insights From Cross‐Task Studies of Youth
Jessica A. Church
Mind Brain and Education (2023) Vol. 17, Iss. 4, pp. 257-266
Closed Access | Times Cited: 2
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