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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:

Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing
Laurence Rousselle, Marie‐Pascale Noël
Cognition (2006) Vol. 102, Iss. 3, pp. 361-395
Closed Access | Times Cited: 672

Showing 1-25 of 672 citing articles:

Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study.
David C. Geary
Developmental Psychology (2011) Vol. 47, Iss. 6, pp. 1539-1552
Open Access | Times Cited: 744
The parietal cortex and the representation of time, space, number and other magnitudes
Domenica Bueti, Vincent Walsh
Philosophical Transactions of the Royal Society B Biological Sciences (2009) Vol. 364, Iss. 1525, pp. 1831-1840
Open Access | Times Cited: 729
Pathways to Mathematics: Longitudinal Predictors of Performance
Jo‐Anne LeFevre, Lisa Fast, Sheri‐Lynn Skwarchuk, et al.
Child Development (2010) Vol. 81, Iss. 6, pp. 1753-1767
Closed Access | Times Cited: 728
Dyscalculia: From Brain to Education
Brian Butterworth, Sashank Varma, Diana Laurillard
Science (2011) Vol. 332, Iss. 6033, pp. 1049-1053
Open Access | Times Cited: 704
Effects of development and enculturation on number representation in the brain
Daniel Ansari
Nature reviews. Neuroscience (2008) Vol. 9, Iss. 4, pp. 278-291
Closed Access | Times Cited: 704
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, et al.
Cognition (2010) Vol. 116, Iss. 1, pp. 33-41
Closed Access | Times Cited: 700
Mapping numerical magnitudes onto symbols: The numerical distance effect and individual differences in children’s mathematics achievement
Ian D. Holloway, Daniel Ansari
Journal of Experimental Child Psychology (2008) Vol. 103, Iss. 1, pp. 17-29
Closed Access | Times Cited: 650
How do symbolic and non-symbolic numerical magnitude processing skills relate to individual differences in children's mathematical skills? A review of evidence from brain and behavior
Bert De Smedt, Marie‐Pascale Noël, Camilla Gilmore, et al.
Trends in Neuroscience and Education (2013) Vol. 2, Iss. 2, pp. 48-55
Open Access | Times Cited: 593
Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)
Michèle M. M. Mazzocco, Lisa Feigenson, Justin Halberda
Child Development (2011) Vol. 82, Iss. 4, pp. 1224-1237
Open Access | Times Cited: 520
Preschool acuity of the approximate number system correlates with school math ability
Melissa E. Libertus, Lisa Feigenson, Justin Halberda
Developmental Science (2011) Vol. 14, Iss. 6, pp. 1292-1300
Open Access | Times Cited: 477
Number development and developmental dyscalculia
M. G. von Aster, Ruth S. Shalev
Developmental Medicine & Child Neurology (2007) Vol. 49, Iss. 11, pp. 868-873
Open Access | Times Cited: 473
Neurocognitive start-up tools for symbolic number representations
Manuela Piazza
Trends in Cognitive Sciences (2010) Vol. 14, Iss. 12, pp. 542-551
Closed Access | Times Cited: 440
Impaired parietal magnitude processing in developmental dyscalculia
Gavin R. Price, Ian D. Holloway, Pekka Räsänen, et al.
Current Biology (2007) Vol. 17, Iss. 24, pp. R1042-R1043
Open Access | Times Cited: 429
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Lisa K. Fazio, Drew H. Bailey, Clarissa A. Thompson, et al.
Journal of Experimental Child Psychology (2014) Vol. 123, pp. 53-72
Closed Access | Times Cited: 415
Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.
David C. Geary, Mary K. Hoard, Lara Nugent, et al.
Journal of Educational Psychology (2011) Vol. 104, Iss. 1, pp. 206-223
Open Access | Times Cited: 402
Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade
Bert De Smedt, Rianne Janssen, Kelly Bouwens, et al.
Journal of Experimental Child Psychology (2009) Vol. 103, Iss. 2, pp. 186-201
Closed Access | Times Cited: 395
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
Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles
Karin Landerl, Barbara Fußenegger, Kristina Moll, et al.
Journal of Experimental Child Psychology (2009) Vol. 103, Iss. 3, pp. 309-324
Closed Access | Times Cited: 380
The predictive value of numerical magnitude comparison for individual differences in mathematics achievement
Bert De Smedt, Lieven Verschaffel, Pol Ghesquière
Journal of Experimental Child Psychology (2009) Vol. 103, Iss. 4, pp. 469-479
Closed Access | Times Cited: 375
Mental number line training in children with developmental dyscalculia
Karin Kucian, Ursina Grond, Stephanie Rotzer, et al.
NeuroImage (2011) Vol. 57, Iss. 3, pp. 782-795
Closed Access | Times Cited: 369
Foundational numerical capacities and the origins of dyscalculia
Brian Butterworth
Trends in Cognitive Sciences (2010) Vol. 14, Iss. 12, pp. 534-541
Closed Access | Times Cited: 365
Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment
Dénes Szücs, Amy Devine, Fruzsina Soltész, et al.
Cortex (2013) Vol. 49, Iss. 10, pp. 2674-2688
Open Access | Times Cited: 364
Children’s mapping between symbolic and nonsymbolic representations of number
Eleanor Mundy, Camilla Gilmore
Journal of Experimental Child Psychology (2009) Vol. 103, Iss. 4, pp. 490-502
Open Access | Times Cited: 317
Numerical representation in the parietal lobes: Abstract or not abstract?
Roi Cohen Kadosh, Vincent Walsh
Behavioral and Brain Sciences (2009) Vol. 32, Iss. 3-4, pp. 313-328
Open Access | Times Cited: 303
Computer-assisted intervention for children with low numeracy skills
Pekka Räsänen, Jonna Salminen, A. J. C. Wilson, et al.
Cognitive Development (2009) Vol. 24, Iss. 4, pp. 450-472
Closed Access | Times Cited: 297
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