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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:

PASS theory of intelligence and academic achievement: A meta-analytic review
George K. Georgiou, Kan Guo, Nithya Naveenkumar, et al.
Intelligence (2020) Vol. 79, pp. 101431-101431
Closed Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

How to measure soft skills in the educational context: psychometric properties of the SKILLS-in-ONE questionnaire
Álex Escolà‐Gascón, Josep Gallifa
Studies In Educational Evaluation (2022) Vol. 74, pp. 101155-101155
Closed Access | Times Cited: 23
Shared reading aloud fosters intelligence: Three cluster-randomized control trials in elementary and middle school
Federico Batini, Marco Bartolucci, Giulia Toti, et al.
Intelligence (2025) Vol. 108, pp. 101896-101896
Closed Access
Clinical practice guidelines on cognitive impairment and ADHD-Assessment and Management
Savita Malhotra, M. Thomas Kishore, Avinash De Sousa
Indian Journal of Psychiatry (2025) Vol. 67, Iss. 1, pp. 106-116
Open Access
Reading Aloud and the Use of CAS-2 Battery to Assess Cognitive Skills Improvement
Federico Batini, Benedetta D’Autilia, Giulia Barbisoni, et al.
Education Research International (2024) Vol. 2024, pp. 1-10
Open Access | Times Cited: 2
PASS Theory of Intelligence and Its Measurement Using the Cognitive Assessment System, 2nd Edition
Jack A. Naglieri, Tulio M. Otero
Journal of Intelligence (2024) Vol. 12, Iss. 8, pp. 77-77
Open Access | Times Cited: 2
The association between working memory and mathematical problem solving: A three-level meta-analysis
Zhongtian Ji, Kan Guo
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 5
The Intelligence Quotient-math achievement link: evidence from behavioral and biological research
Shuang Song, Mengmeng Su
Current Opinion in Behavioral Sciences (2022) Vol. 46, pp. 101160-101160
Closed Access | Times Cited: 8
Math Modules Training Improves Math Achievement & Associated Cognitive Processing
Manuel Deaño Deaño, Sonia Alfonso, António M. Diniz, et al.
Psychology (2023) Vol. 14, Iss. 06, pp. 1053-1069
Open Access | Times Cited: 4
Desarrollo de la comprensión lectora a través de la colaboración y el diálogo
Ana Cristina Blasco-Serrano, Esperanza Cid Romero, Irene Bitrián
Investigaciones Sobre Lectura (2024) Vol. 18, Iss. 2, pp. 88-114
Open Access | Times Cited: 1
Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis
Zhongtian Ji, Kan Guo, Shuang Song
Journal of Educational Computing Research (2024) Vol. 62, Iss. 4, pp. 1035-1060
Closed Access | Times Cited: 1
Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children
George K. Georgiou, Sergios C. Sergiou, Charalambos Y. Charalambous
Journal of Intelligence (2024) Vol. 12, Iss. 4, pp. 43-43
Open Access | Times Cited: 1
Deep Learning in Predicting High School Grades: A Quantum Space of Representation
Ricardo Mendes, Frederico Cruz‐Jesus, Tiago Oliveira, et al.
Emerging Science Journal (2022) Vol. 6, pp. 166-187
Open Access | Times Cited: 5
Machine Learning Bias in Predicting High School Grades: A Knowledge Perspective
Ricardo Mendes, Frederico Cruz‐Jesus, Tiago Oliveira, et al.
Emerging Science Journal (2021) Vol. 5, Iss. 5, pp. 576-597
Open Access | Times Cited: 7
Examining the relation between PASS cognitive processes and superior reading and mathematics performance
George K. Georgiou, Okan Bulut, Kristy Dunn, et al.
Psychology in the Schools (2020) Vol. 58, Iss. 2, pp. 252-267
Closed Access | Times Cited: 4
Students’ mastery goal orientation, academic achievement and education-to-employment transition attitudes. Evidence from 30 countries
Stoyanka Cherkezova
Environment and Social Psychology (2024) Vol. 9, Iss. 5
Open Access
A Theory of Intelligences
Michael Hochberg
(2024)
Open Access
Mathematics achievement and learner characteristics: A systematic review of meta-analyses
Moritz Breit, Michael Schneider, Franzis Preckel
Learning and Individual Differences (2024) Vol. 118, pp. 102621-102621
Open Access
Improvement in simultaneous processing through metacognitive instruction
Martina Ares Ferreirós, Sonia Alfonso Gil, Mónica Rodríguez Enríquez, et al.
Frontiers in Education (2024) Vol. 9
Open Access
A Theory of Intelligences
Michael Hochberg
(2024)
Open Access
Neurocognitive functioning and persistent difficulties in verbal math problem solving: exploring the predictive role of multidimensional models assessed in grade 2 on performance at the end of primary education
Valentín Iglesias-Sarmiento, Leire Pérez, Ángeles Conde Rodríguez, et al.
(2024)
Open Access
Strategies Used by Puerto Rican Children in the Cognitive Assessment System and Their Relationship with Planning Performance
Giselle Cordero-Arroyo, José A. Ramos-Carrasquillo, Imalay M. Cruz-Figueroa, et al.
Journal of Intelligence (2024) Vol. 12, Iss. 9, pp. 90-90
Open Access
Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes
Richard J. McNulty, Randy G. Floyd, Emily K. Lewis, et al.
Journal of School Psychology (2024) Vol. 107, pp. 101384-101384
Closed Access
Better Job Application Systems: Objectively Assessing Measures of Job Performance from Asynchronous Video Interviews
Steven J. Pentland, Xinran Wang, Nathan W. Twyman
Information & Management (2024), pp. 104077-104077
Closed Access
Metacognitive monitoring and metacognitive strategies of gifted and average children on dealing with deductive reasoning task
Ondřej Straka, Šárka Portešová, Daniela Halámková, et al.
Journal of Eye Movement Research (2021) Vol. 14, Iss. 4
Open Access | Times Cited: 3
Examining the relation of Cognitive Assessment System-2: Brief with academic achievement in a sample of Greek-speaking children
Sergios C. Sergiou, George K. Georgiou, Charalambos Y. Charalambous
International Journal of School & Educational Psychology (2021) Vol. 11, Iss. 1, pp. 86-94
Closed Access | Times Cited: 3
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