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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:

Direct and indirect admission of ignorance by children
Daniela Kloo, Michael Rohwer, Josef Perner
Journal of Experimental Child Psychology (2017) Vol. 159, pp. 279-295
Closed Access | Times Cited: 28

Showing 1-25 of 28 citing articles:

The Acquisition of Modal Concepts
Brian Leahy, Susan Carey
Trends in Cognitive Sciences (2019) Vol. 24, Iss. 1, pp. 65-78
Closed Access | Times Cited: 130
Behaviors speak louder than explicit reports: Implicit metacognition in 2.5‐year‐old children
Marie Geurten, Christine Bastin
Developmental Science (2018) Vol. 22, Iss. 2
Closed Access | Times Cited: 36
Progressing from an implicit to an explicit false belief understanding: A matter of executive control?
Daniela Kloo, Susanne Kristen, Beate Sodian
International Journal of Behavioral Development (2019) Vol. 44, Iss. 2, pp. 107-115
Closed Access | Times Cited: 32
Do chimpanzees reason logically?
Jan M. Engelmann, Lou M. Haux, Christoph J. Völter, et al.
Child Development (2022) Vol. 94, Iss. 5, pp. 1102-1116
Open Access | Times Cited: 16
Learning to recognize uncertainty vs. recognizing uncertainty to learn: Confidence judgments and exploration decisions in preschoolers
Elizabeth Lapidow, Isabella Killeen, Caren M. Walker
Developmental Science (2021) Vol. 25, Iss. 2
Open Access | Times Cited: 23
Do I know what they know? Linking metacognition, theory of mind, and selective social learning
Elizabeth Dutemple, Hanifa Hakimi, Diane Poulin‐Dubois
Journal of Experimental Child Psychology (2022) Vol. 227, pp. 105572-105572
Open Access | Times Cited: 13
Young children’s metacognitive awareness of confounded evidence
Özgün Köksal, Beate Sodian, Cristine H. Legare
Journal of Experimental Child Psychology (2021) Vol. 205, pp. 105080-105080
Closed Access | Times Cited: 16
Knowing minds: Linking early perspective taking and later metacognitive insight
Daniela Kloo, Beate Sodian, Susanne Kristen, et al.
British Journal of Developmental Psychology (2020) Vol. 39, Iss. 1, pp. 39-53
Open Access | Times Cited: 16
Using data to solve problems: Children reason flexibly in response to different kinds of evidence
Justin T.A. Busch, Cristine H. Legare
Journal of Experimental Child Psychology (2019) Vol. 183, pp. 172-188
Open Access | Times Cited: 16
I know that I know nothing: Cortical thickness and functional connectivity underlying meta-ignorance ability in pre-schoolers
Elisa Filevich, Caroline Garcia Forlim, Carmen Fehrman, et al.
Developmental Cognitive Neuroscience (2019) Vol. 41, pp. 100738-100738
Open Access | Times Cited: 14
Development of strategic social information seeking: Implications for cumulative culture
Kirsten H. Blakey, Eva Rafetseder, Mark Atkinson, et al.
(2020)
Open Access | Times Cited: 14
Decomposing modal thought
Jonathan Phillips, Angelika Kratzer
(2022)
Open Access | Times Cited: 8
What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning
Tiffany Resendes, Brandon Benchimol-Elkaim, Catherine Delisle, et al.
Cognitive Development (2021) Vol. 60, pp. 101117-101117
Closed Access | Times Cited: 11
Young Schoolchildren’s Epistemic Development: A Longitudinal Qualitative Study
Michael Weinstock, Vardit Israel, Hadas Cohen, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 9
Advanced scaling and modeling of children’s theory of mind competencies: Longitudinal findings in 4- to 6-year-olds
Christopher Osterhaus, Susanne Kristen, Daniela Kloo, et al.
International Journal of Behavioral Development (2022) Vol. 46, Iss. 3, pp. 251-259
Open Access | Times Cited: 6
An Illusion of Self‐Sufficiency for Learning About Artifacts in Scaffolded Learners, But Not Observers
Emory Richardson, Mark Sheskin, Frank C. Keil
Child Development (2021) Vol. 92, Iss. 4, pp. 1523-1538
Closed Access | Times Cited: 7
Young children's conceptualization of empirical disagreement
Qianru Tiffany Yang, Selesteel Sleight, Samuel Ronfard, et al.
Cognition (2023) Vol. 241, pp. 105627-105627
Closed Access | Times Cited: 2
Children’s Elaborated Responses to Yes-No Questions in Forensic Interviews About Sexual Abuse
Zsófia A. Szojka, Thomas D. Lyon
Child Maltreatment (2023) Vol. 29, Iss. 4, pp. 637-647
Closed Access | Times Cited: 2
Preschoolers’ Developing Understanding of Factivity in Mental Verb Comprehension and Its Relation to First- and Second-Order False Belief Understanding: A Longitudinal Study
Susanne Kristen, Irina Jarvers, Beate Sodian
Journal of Cognition and Development (2019) Vol. 20, Iss. 3, pp. 354-369
Closed Access | Times Cited: 5
Go if you know: Preschool children’s movements reflect their metacognitive monitoring
Brielle T. James, Audrey E. Parrish, Alexandria S. Guild, et al.
Cognitive Development (2021) Vol. 57, pp. 101001-101001
Open Access | Times Cited: 5
Knowledge in Sight: Toddlers Plan Efficient Epistemic Actions by Anticipating Learning Gains
Marie Aguirre, Mélanie Brun, Auriane Couderc, et al.
Cognitive Science (2022) Vol. 46, Iss. 2
Open Access | Times Cited: 3
Three- and 5-year-old children know their current belief might be wrong
Katharina A. Helming, Cathal O’Madagain, Michael Tomasello
Journal of Experimental Child Psychology (2024) Vol. 246, pp. 106001-106001
Open Access
Observing an adult model can cause immediate improvement in preschoolers’ knowledge judgments
Amanda R. Lipko-Speed, Stephanie Buchert, William E. Merriman
Cognitive Development (2018) Vol. 48, pp. 225-234
Closed Access | Times Cited: 1
I know that I don’t know: Structural and functional connectivity underlying meta-ignorance in pre-schoolers
Elisa Filevich, Caroline Garcia Forlim, Carmen Fehrman, et al.
bioRxiv (Cold Spring Harbor Laboratory) (2018)
Open Access | Times Cited: 1
Language and children's understanding of knowledge: Epistemic talk in early childhood
Derek E. Montgomery
Mind & Language (2022) Vol. 38, Iss. 4, pp. 1102-1119
Closed Access | Times Cited: 1
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