Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Generalizing screen inferiority - does the medium, screen versus paper, affect performance even with brief tasks?
Yael Sidi, Yael Ophir, Rakefet Ackerman
Metacognition and Learning (2015) Vol. 11, Iss. 1, pp. 15-33
Closed Access | Times Cited: 54

Showing 1-25 of 54 citing articles:

Reading from paper compared to screens: A systematic review and meta‐analysis
Virginia Clinton‐Lisell
Journal of Research in Reading (2019) Vol. 42, Iss. 2, pp. 288-325
Closed Access | Times Cited: 324
Meta-Reasoning: Monitoring and Control of Thinking and Reasoning
Rakefet Ackerman, Valerie A. Thompson
Trends in Cognitive Sciences (2017) Vol. 21, Iss. 8, pp. 607-617
Closed Access | Times Cited: 286
Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance
Erez Porat, Ina Blau, Azy Barak
Computers & Education (2018) Vol. 126, pp. 23-36
Closed Access | Times Cited: 219
Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story?
Anne Mangen, Gérard Olivier, Jean‐Luc Velay
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 112
Academic reading format preferences and behaviors among university students worldwide: A comparative survey analysis
Diane Mizrachi, Alicia Salaz, Serap Kurbanoğlu, et al.
PLoS ONE (2018) Vol. 13, Iss. 5, pp. e0197444-e0197444
Open Access | Times Cited: 108
Understanding metacognitive inferiority on screen by exposing cues for depth of processing
Yael Sidi, Maya Shpigelman, Hagar Zalmanov, et al.
Learning and Instruction (2017) Vol. 51, pp. 61-73
Closed Access | Times Cited: 80
Reactivity to Measures of Metacognition
Kit S. Double, Damian P. Birney
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 64
Audiobooks, Print, and Comprehension: What We Know and What We Need to Know
Anisha Singh, Patricia A. Alexander
Educational Psychology Review (2022) Vol. 34, Iss. 2, pp. 677-715
Closed Access | Times Cited: 31
Do Interactive Learning Environments Have an Effect on Learning Outcomes, Cognitive Load and Metacognitive Judgments?
Ufuk Tuğtekin, Hatice Ferhan Odabaşı
Education and Information Technologies (2022) Vol. 27, Iss. 5, pp. 7019-7058
Closed Access | Times Cited: 30
Effects of disfluency on cognitive and metacognitive processes and outcomes
Tim Kühl, Alexander Eitel
Metacognition and Learning (2016) Vol. 11, Iss. 1, pp. 1-13
Open Access | Times Cited: 51
You may be more original than you think: Predictable biases in self-assessment of originality
Yael Sidi, Ilan Torgovitsky, Daniela Soibelman, et al.
Acta Psychologica (2020) Vol. 203, pp. 103002-103002
Closed Access | Times Cited: 49
Null Effects of Perceptual Disfluency on Learning Outcomes in a Text-Based Educational Context: a Meta-analysis
Heping Xie, Zongkui Zhou, Qingqi Liu
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 745-771
Closed Access | Times Cited: 40
Is disfluency desirable for learning?
Sophia Christin Weißgerber, Marc‐André Reinhard
Learning and Instruction (2017) Vol. 49, pp. 199-217
Closed Access | Times Cited: 39
Bird’s-Eye View of Cue Integration: Exposing Instructional and Task Design Factors Which Bias Problem Solvers
Rakefet Ackerman
Educational Psychology Review (2023) Vol. 35, Iss. 2
Closed Access | Times Cited: 10
Are you sure about that? Eliciting confidence ratings may influence performance on Raven's progressive matrices
Kit S. Double, Damian P. Birney
Thinking & Reasoning (2017) Vol. 23, Iss. 2, pp. 190-206
Closed Access | Times Cited: 30
Neurocognitive Signatures of Naturalistic Reading of Scientific Texts: A Fixation-Related fMRI Study
Chun‐Ting Hsu, Roy B. Clariana, Benjamin Schloss, et al.
Scientific Reports (2019) Vol. 9, Iss. 1
Open Access | Times Cited: 27
Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy?
Ronen Kasperski, Ina Blau, Gal Ben‐Yehudah
Technology Pedagogy and Education (2022) Vol. 31, Iss. 5, pp. 615-635
Closed Access | Times Cited: 15
The Contribution of Text-Highlighting to Comprehension: A Comparison of Print and Digital Reading.
Gal Ben‐Yehudah, Yoram Eshet‐Alkalai
Journal of educational multimedia and hypermedia (2018) Vol. 27, Iss. 2, pp. 153-178
Closed Access | Times Cited: 24
Interactive features of E-texts’ effects on learning: a systematic review and meta-analysis
Virginia Clinton‐Lisell, Ben Seipel, Staci Gilpin, et al.
Interactive Learning Environments (2021) Vol. 31, Iss. 6, pp. 3728-3743
Open Access | Times Cited: 19
Confidence judgments interfere with perceptual decision making
Kit S. Double, Damian P. Birney
Scientific Reports (2024) Vol. 14, Iss. 1
Open Access | Times Cited: 2
The smell of paper or the shine of a screen? Students’ reading comprehension, text processing, and attitudes when reading on paper and screen
Ragnhild Engdal Jensen, Astrid Roe, Marte Blikstad‐Balas
Computers & Education (2024) Vol. 219, pp. 105107-105107
Open Access | Times Cited: 2
Recommendations for exploring the disfluency hypothesis for establishing whether perceptually degrading materials impacts performance
John Dunlosky, Michael L. Mueller
Metacognition and Learning (2016) Vol. 11, Iss. 1, pp. 123-131
Closed Access | Times Cited: 20
Print versus digital reading comprehension tests: does the congruency of study and test medium matter?
Gal Ben‐Yehudah, Yoram Eshet‐Alkalai
British Journal of Educational Technology (2020) Vol. 52, Iss. 1, pp. 426-440
Closed Access | Times Cited: 19
La Lectura en medios digitales y el proceso lector de los docentes en formación
Mario Díaz-Díaz, Yolanda Echegoyen Sanz, Antonio Martín Ezpeleta
Pixel-Bit Revista de Medios y Educación (2022), Iss. 63, pp. 131-157
Open Access | Times Cited: 11
Effect of disfluency on learning outcomes, metacognitive judgments and cognitive load in computer assisted learning environments
Ulaş İLİÇ, Yavuz Akbulut
Computers in Human Behavior (2019) Vol. 99, pp. 310-321
Closed Access | Times Cited: 19
Page 1 - Next Page

Scroll to top