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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:

When generating a prediction boosts learning: The element of surprise
Garvin Brod, Marcus Hasselhorn, Silvia A. Bunge
Learning and Instruction (2018) Vol. 55, pp. 22-31
Open Access | Times Cited: 114

Showing 1-25 of 114 citing articles:

Homo Curious: Curious or Interested?
Dajung Diane Shin, Sung‐il Kim
Educational Psychology Review (2019) Vol. 31, Iss. 4, pp. 853-874
Open Access | Times Cited: 168
Making Sense of Generative Learning
Logan Fiorella
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 47
The cognitive challenges of effective teaching
Stephen L. Chew, William Cerbin
The Journal of Economic Education (2020) Vol. 52, Iss. 1, pp. 17-40
Closed Access | Times Cited: 111
The rhythm of learning: Theta oscillations as an index of active learning in infancy
Katarina Begus, Elizabeth Bonawitz
Developmental Cognitive Neuroscience (2020) Vol. 45, pp. 100810-100810
Open Access | Times Cited: 104
Generative Learning: Which Strategies for What Age?
Garvin Brod
Educational Psychology Review (2020) Vol. 33, Iss. 4, pp. 1295-1318
Open Access | Times Cited: 102
States of curiosity and interest enhance memory differently in adolescents and in children
Yana Fandakova, Matthias J. Gruber
Developmental Science (2020) Vol. 24, Iss. 1
Open Access | Times Cited: 82
Predictions transform memories: How expected versus unexpected events are integrated or separated in memory
Oded Bein, Camille Gasser, Tarek Amer, et al.
Neuroscience & Biobehavioral Reviews (2023) Vol. 153, pp. 105368-105368
Open Access | Times Cited: 25
People accurately predict the shape but not the parameters of skill learning curves
Xiuyuan Zhang, Samuel D. McDougle, Julia A. Leonard
Cognition (2025) Vol. 258, pp. 106083-106083
Closed Access | Times Cited: 1
The relationship between sentence comprehension and lexical-semantic retuning
Rebecca A. Gilbert, Matthew H. Davis, M. Gareth Gaskell, et al.
Journal of Memory and Language (2020) Vol. 116, pp. 104188-104188
Open Access | Times Cited: 57
Toward an understanding of when prior knowledge helps or hinders learning
Garvin Brod
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 51
Predicting as a learning strategy
Garvin Brod
Psychonomic Bulletin & Review (2021) Vol. 28, Iss. 6, pp. 1839-1847
Open Access | Times Cited: 41
Prediction error and event segmentation in episodic memory
Sophie Nolden, Gözem Turan, Berna Güler, et al.
Neuroscience & Biobehavioral Reviews (2024) Vol. 157, pp. 105533-105533
Closed Access | Times Cited: 7
Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning
Alexander Skulmowski
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 6
Lighting the wick in the candle of learning: generating a prediction stimulates curiosity
Garvin Brod, Jasmin Breitwieser
npj Science of Learning (2019) Vol. 4, Iss. 1
Open Access | Times Cited: 52
Unraveling the benefits of experiencing errors during learning: Definition, modulating factors, and explanatory theories
Yeray Mera, Gabriel Rodrı́guez, Eugenia Marin-Garcia
Psychonomic Bulletin & Review (2021) Vol. 29, Iss. 3, pp. 753-765
Open Access | Times Cited: 39
Mnemonic prediction errors promote detailed memories
Oded Bein, Natalie A. Plotkin, Lila Davachi
Learning & Memory (2021) Vol. 28, Iss. 11, pp. 422-434
Open Access | Times Cited: 33
Shape of U: The Nonmonotonic Relationship Between Object–Location Memory and Expectedness
Jörn Alexander Quent, Andrea Greve, Richard N. Henson
Psychological Science (2022) Vol. 33, Iss. 12, pp. 2084-2097
Open Access | Times Cited: 25
Do reflection prompts promote children's conflict monitoring and revision of misconceptions?
Maria Theobald, Joseph Colantonio, Igor Bascandziev, et al.
Child Development (2024) Vol. 95, Iss. 4
Open Access | Times Cited: 5
Making space for children’s agency with playful learning
Sara Baker, Soizic Le Courtois, Janina Eberhart
International Journal of Early Years Education (2021) Vol. 31, Iss. 2, pp. 372-384
Open Access | Times Cited: 32
Are there Age‐Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect
Garvin Brod, Yee Lee Shing
Mind Brain and Education (2022) Vol. 16, Iss. 2, pp. 89-98
Open Access | Times Cited: 19
Prediction versus production for teaching computer programming
Mary C. Tucker, Xinran Wang, Ji Y. Son, et al.
Learning and Instruction (2024) Vol. 91, pp. 101871-101871
Open Access | Times Cited: 4
SNARC effect in a transfer paradigm: long-lasting effects of stimulus-response compatibility practices
Merve Bulut, Hakan Çetinkaya, Seda Dural
Psychological Research (2025) Vol. 89, Iss. 1
Closed Access
Mind over matter: consistency monitoring and domain-specific learning
Igor Bascandziev, Adani Abutto, Caren M. Walker, et al.
Frontiers in Developmental Psychology (2025) Vol. 3
Open Access
Developing Conflict Monitoring Abilities Predict Children's Revision of an Intuitive Theory
Elfriede R Holstein, Maria Theobald, Leonie S Weindorf, et al.
Child Development (2025)
Open Access
Finding the sweet spot of memory modification: An fMRI study on episodic prediction error strength and type
Nina Liedtke, Marius Boeltzig, Falko Mecklenbrauck, et al.
NeuroImage (2025), pp. 121194-121194
Open Access
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