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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:

One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
Mathieu Le Corre, Susan Carey
Cognition (2007) Vol. 105, Iss. 2, pp. 395-438
Open Access | Times Cited: 706

Showing 1-25 of 706 citing articles:

Bayesian Cognitive Modeling: A Practical Course
Michael Lee, Eric‐Jan Wagenmakers
(2014)
Closed Access | Times Cited: 1386
Do humans have two systems to track beliefs and belief-like states?
Ian A. Apperly, Stephen Butterfill
Psychological Review (2009) Vol. 116, Iss. 4, pp. 953-970
Closed Access | Times Cited: 1183
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
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: 652
Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding.
Robert S. Siegler, Geetha B. Ramani
Journal of Educational Psychology (2009) Vol. 101, Iss. 3, pp. 545-560
Closed Access | Times Cited: 524
How counting represents number: What children must learn and when they learn it
Barbara W. Sarnecka, Susan Carey
Cognition (2008) Vol. 108, Iss. 3, pp. 662-674
Open Access | Times Cited: 510
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 sense across the lifespan as revealed by a massive Internet-based sample
Justin Halberda, Ryan Ly, Jeremy Wilmer, et al.
Proceedings of the National Academy of Sciences (2012) Vol. 109, Iss. 28, pp. 11116-11120
Open Access | Times Cited: 456
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
The importance of number sense to mathematics achievement in first and third grades
Nancy C. Jordan, Joseph J. Glutting, Chaitanya Ramineni
Learning and Individual Differences (2009) Vol. 20, Iss. 2, pp. 82-88
Open Access | Times Cited: 435
What counts in the development of young children's number knowledge?
Susan C. Levine, Linda Whealton Suriyakham, Meredith L. Rowe, et al.
Developmental Psychology (2010) Vol. 46, Iss. 5, pp. 1309-1319
Open Access | Times Cited: 418
Calibrating the mental number line
Véronique Izard, Stanislas Dehaene
Cognition (2007) Vol. 106, Iss. 3, pp. 1221-1247
Open Access | Times Cited: 397
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
Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge
Elizabeth A. Gunderson, Susan C. Levine
Developmental Science (2011) Vol. 14, Iss. 5, pp. 1021-1032
Open Access | Times Cited: 330
Numerical ordering ability mediates the relation between number-sense and arithmetic competence
Ian M. Lyons, Sian L. Beilock
Cognition (2011) Vol. 121, Iss. 2, pp. 256-261
Closed Access | Times Cited: 323
Socioeconomic variation, number competence, and mathematics learning difficulties in young children
Nancy C. Jordan, Susan C. Levine
Developmental Disabilities Research Reviews (2009) Vol. 15, Iss. 1, pp. 60-68
Closed Access | Times Cited: 318
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
Non-symbolic arithmetic abilities and mathematics achievement in the first year of formal schooling
Camilla Gilmore, Shannon McCarthy, Elizabeth S. Spelke
Cognition (2010) Vol. 115, Iss. 3, pp. 394-406
Open Access | Times Cited: 302
ANS acuity and mathematics ability in preschoolers from low‐income homes: contributions of inhibitory control
Mary Wagner Fuhs, Nicole M. McNeil
Developmental Science (2012) Vol. 16, Iss. 1, pp. 136-148
Closed Access | Times Cited: 296
Finding one’s meaning: A test of the relation between quantifiers and integers in language development☆
David Barner, Katharine Chow, Shwu‐Huey Yang
Cognitive Psychology (2008) Vol. 58, Iss. 2, pp. 195-219
Open Access | Times Cited: 290
Numerical estimation in preschoolers.
Ilaria Berteletti, Daniela Lucangeli, Manuela Piazza, et al.
Developmental Psychology (2010) Vol. 46, Iss. 2, pp. 545-551
Closed Access | Times Cited: 270
Mathematical Cognition
Melissa E. Libertus, Shirley Duong, Alex M. Silver
Elsevier eBooks (2019), pp. 311-318
Closed Access | Times Cited: 269
Education Enhances the Acuity of the Nonverbal Approximate Number System
Manuela Piazza, Pierre Pica, Véronique Izard, et al.
Psychological Science (2013) Vol. 24, Iss. 6, pp. 1037-1043
Open Access | Times Cited: 247
Early numerical development and the role of non-symbolic and symbolic skills
Meijke E. Kolkman, Evelyn H. Kroesbergen, Paul Leseman
Learning and Instruction (2013) Vol. 25, pp. 95-103
Closed Access | Times Cited: 243
Math talk during informal learning activities in Head Start families
Geetha B. Ramani, Meredith L. Rowe, Sarah H. Eason, et al.
Cognitive Development (2015) Vol. 35, pp. 15-33
Closed Access | Times Cited: 228
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