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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:

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

Showing 1-25 of 317 citing articles:

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
An integrated theory of whole number and fractions development
Robert S. Siegler, Clarissa A. Thompson, Michael Schneider
Cognitive Psychology (2011) Vol. 62, Iss. 4, pp. 273-296
Closed Access | Times Cited: 644
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
Working memory and mathematics in primary school children: A meta-analysis
Ilona Friso‐van den Bos, Sanne H.G. van der Ven, Evelyn H. Kroesbergen, et al.
Educational Research Review (2013) Vol. 10, pp. 29-44
Closed Access | Times Cited: 505
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
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
Numerical predictors of arithmetic success in grades 1–6
Ian M. Lyons, Gavin R. Price, Anniek Vaessen, et al.
Developmental Science (2014) Vol. 17, Iss. 5, pp. 714-726
Closed Access | Times Cited: 368
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
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
Approximate number sense, symbolic number processing, or number–space mappings: What underlies mathematics achievement?
Delphine Sasanguie, Silke M. Göbel, Kristina Moll, et al.
Journal of Experimental Child Psychology (2012) Vol. 114, Iss. 3, pp. 418-431
Closed Access | Times Cited: 277
Defective number module or impaired access? Numerical magnitude processing in first graders with mathematical difficulties
Bert De Smedt, Camilla Gilmore
Journal of Experimental Child Psychology (2010) Vol. 108, Iss. 2, pp. 278-292
Open Access | Times Cited: 269
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
Association between basic numerical abilities and mathematics achievement
Delphine Sasanguie, Bert De Smedt, Emmy Defever, et al.
British Journal of Developmental Psychology (2011) Vol. 30, Iss. 2, pp. 344-357
Closed Access | Times Cited: 239
Nonsymbolic numerical magnitude comparison: Reliability and validity of different task variants and outcome measures, and their relationship to arithmetic achievement in adults
Gavin R. Price, Daniel D. Palmer, Christian Battista, et al.
Acta Psychologica (2012) Vol. 140, Iss. 1, pp. 50-57
Closed Access | Times Cited: 229
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children
Daniel C. Hyde, Saeeda Khanum, Elizabeth S. Spelke
Cognition (2014) Vol. 131, Iss. 1, pp. 92-107
Open Access | Times Cited: 223
Sensory-integration system rather than approximate number system underlies numerosity processing: A critical review
Titia Gebuis, Roi Cohen Kadosh, Wim Gevers
Acta Psychologica (2016) Vol. 171, pp. 17-35
Open Access | Times Cited: 201
Children’s Arithmetic Development
Silke M. Göbel, Sarah E. Watson, Arne Lervåg, et al.
Psychological Science (2014) Vol. 25, Iss. 3, pp. 789-798
Open Access | Times Cited: 195
Non-verbal number acuity correlates with symbolic mathematics achievement: But only in children
Matthew Inglis, Nina Attridge, Sophie Batchelor, et al.
Psychonomic Bulletin & Review (2011) Vol. 18, Iss. 6, pp. 1222-1229
Open Access | Times Cited: 207
Rapid Communication: The effect of mathematics anxiety on the processing of numerical magnitude
Erin A. Maloney, Daniel Ansari, Jonathan A. Fugelsang
Quarterly Journal of Experimental Psychology (2010) Vol. 64, Iss. 1, pp. 10-16
Closed Access | Times Cited: 205
Neuroeducation – A Critical Overview of An Emerging Field
Daniel Ansari, Bert De Smedt, Roland H. Grabner
Neuroethics (2011) Vol. 5, Iss. 2, pp. 105-117
Closed Access | Times Cited: 190
Malleability of the approximate number system: effects of feedback and training
Nicholas K. DeWind, Elizabeth M. Brannon
Frontiers in Human Neuroscience (2012) Vol. 6
Open Access | Times Cited: 175
The interrelationships of mathematical precursors in kindergarten
Paul T. Cirino
Journal of Experimental Child Psychology (2010) Vol. 108, Iss. 4, pp. 713-733
Open Access | Times Cited: 173
Math Anxiety
Sian L. Beilock, Erin A. Maloney
Policy Insights from the Behavioral and Brain Sciences (2015) Vol. 2, Iss. 1, pp. 4-12
Closed Access | Times Cited: 164
Developmental Changes in the Profiles of Dyscalculia: An Explanation Based on a Double Exact-and-Approximate Number Representation Model
Marie‐Pascale Noël, Laurence Rousselle
Frontiers in Human Neuroscience (2011) Vol. 5
Open Access | Times Cited: 163
Individual differences in children’s mathematical competence are related to the intentional but not automatic processing of Arabic numerals
Stephanie Bugden, Daniel Ansari
Cognition (2010) Vol. 118, Iss. 1, pp. 32-44
Closed Access | Times Cited: 163
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