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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:

Gesture as a window onto children’s number knowledge
Elizabeth A. Gunderson, Elizabet Spaepen, Dominic J. Gibson, et al.
Cognition (2015) Vol. 144, pp. 14-28
Closed Access | Times Cited: 76

Showing 1-25 of 76 citing articles:

Learning from Gesture: How Our Hands Change Our Minds
Miriam A. Novack, Susan Goldin‐Meadow
Educational Psychology Review (2015) Vol. 27, Iss. 3, pp. 405-412
Open Access | Times Cited: 126
The Future of Embodied Design for Mathematics Teaching and Learning
Dor Abrahamson, Mitchell J. Nathan, Caroline Williams, et al.
Frontiers in Education (2020) Vol. 5
Open Access | Times Cited: 120
Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge
Dominic J. Gibson, Elizabeth A. Gunderson, Susan C. Levine
Child Development (2020) Vol. 91, Iss. 6
Open Access | Times Cited: 61
Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering
Elizabet Spaepen, Elizabeth A. Gunderson, Dominic J. Gibson, et al.
Cognition (2018) Vol. 180, pp. 59-81
Open Access | Times Cited: 57
From action to abstraction: Gesture as a mechanism of change
Susan Goldin‐Meadow
Developmental Review (2015) Vol. 38, pp. 167-184
Open Access | Times Cited: 51
Putting a Finger on Numerical Development – Reviewing the Contributions of Kindergarten Finger Gnosis and Fine Motor Skills to Numerical Abilities
Roberta Barrocas, Stephanie Roesch, Caterina Gawrilow, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 48
Finger Use and Arithmetic Skills in Children and Adolescents: a Scoping Review
Maëlle Neveu, Marie Geurten, Nancy Durieux, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 1
Closed Access | Times Cited: 16
Supporting cardinality principle development: the contribution of instruction type and its interplay with child characteristics
Suzanne Elise Splinter, Fien Depaepe, Lieven Verschaffel, et al.
Educational Studies in Mathematics (2025)
Closed Access
Young children’s drawings of measurement and partitive division word problems
Ann Downton, Andrea Maffia
Mathematical Thinking and Learning (2025), pp. 1-23
Closed Access
Embodied Counting: Touching Objects Reduces Errors in Counting Under Cognitive Load
Sabine Schaefer
Journal of Cognitive Enhancement (2025)
Open Access
Learning, Diagrams, and AI
Marcel Danesi
Mathematics in mind (2025), pp. 73-93
Closed Access
Preschool children's math exploration during play with peers
Erica L. Zippert, Sarah H. Eason, Sharise Marshall, et al.
Journal of Applied Developmental Psychology (2019) Vol. 65, pp. 101072-101072
Closed Access | Times Cited: 31
Cultural variability in finger representations / Variabilidad cultural en las representaciones con dedos
Rosario Sánchez, David Múñez, Laura Matilla, et al.
Culture and Education (2024) Vol. 36, Iss. 1, pp. 259-285
Closed Access | Times Cited: 3
Number gestures predict learning of number words
Dominic J. Gibson, Elizabeth A. Gunderson, Elizabet Spaepen, et al.
Developmental Science (2018) Vol. 22, Iss. 3
Open Access | Times Cited: 31
Partial knowledge in the development of number word understanding
Connor D. O’Rear, Nicole M. McNeil, Patrick K. Kirkland
Developmental Science (2020) Vol. 23, Iss. 5
Closed Access | Times Cited: 25
Make Gestures to Learn: Reproducing Gestures Improves the Learning of Anatomical Knowledge More than Just Seeing Gestures
Mélaine Cherdieu, Olivier Palombi, Silvain Gerber, et al.
Frontiers in Psychology (2017) Vol. 8
Open Access | Times Cited: 26
Gesture in Experimental Studies
Eliza Congdon, Miriam A. Novack, Susan Goldin‐Meadow
Organizational Research Methods (2016) Vol. 21, Iss. 2, pp. 489-499
Closed Access | Times Cited: 25
Integrating Embodied Cognition and Information Processing: A Combined Model of the Role of Gesture in Children's Mathematical Environments
Raychel Gordon, Geetha B. Ramani
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 18
The developing mind in action: measuring manual dynamics in childhood
Christopher D. Erb
Journal of Cognition and Development (2018) Vol. 19, Iss. 3, pp. 233-247
Closed Access | Times Cited: 22
Developing the knowledge of number digits in a child-like robot
Alessandro Di Nuovo, James L. McClelland
Nature Machine Intelligence (2019) Vol. 1, Iss. 12, pp. 594-605
Open Access | Times Cited: 21
Finger counting, finger number gesturing, and basic numerical skills: A cross-sectional study in 3- to 5-year-olds
Stephanie Roesch, Korbinian Moeller, Julia Bahnmueller
Journal of Experimental Child Psychology (2024) Vol. 242, pp. 105892-105892
Open Access | Times Cited: 2
Speech and Gesture Complementarity in a Preschooler’s Conceptualization of Mechanical Equilibrium
Maria-Eleni Chachlioutaki, Panagiotis Pantidos
Education Sciences (2024) Vol. 14, Iss. 4, pp. 338-338
Open Access | Times Cited: 2
The Enculturated Move From Proto-Arithmetic to Arithmetic
Markus Pantsar
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 18
The Challenge of Modeling the Acquisition of Mathematical Concepts
Alberto Testolin
Frontiers in Human Neuroscience (2020) Vol. 14
Open Access | Times Cited: 16
Gesture Helps, Only If You Need It: Inhibiting Gesture Reduces Tip‐of‐the‐Tongue Resolution for Those With Weak Short‐Term Memory
Jennie Pyers, Rachel W. Magid, Tamar H. Gollan, et al.
Cognitive Science (2021) Vol. 45, Iss. 1
Open Access | Times Cited: 15
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