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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:

Mental number line training in children with developmental dyscalculia
Karin Kucian, Ursina Grond, Stephanie Rotzer, et al.
NeuroImage (2011) Vol. 57, Iss. 3, pp. 782-795
Closed Access | Times Cited: 369

Showing 1-25 of 369 citing articles:

Neuroscience and education: myths and messages
Paul Howard‐Jones
Nature reviews. Neuroscience (2014) Vol. 15, Iss. 12, pp. 817-824
Closed Access | Times Cited: 585
Training the Approximate Number System Improves Math Proficiency
Joonkoo Park, Elizabeth M. Brannon
Psychological Science (2013) Vol. 24, Iss. 10, pp. 2013-2019
Open Access | Times Cited: 340
Brain areas associated with numbers and calculations in children: Meta-analyses of fMRI studies
Marie Arsalidou, Matthew Pawliw-Levac, Mahsa Sadeghi, et al.
Developmental Cognitive Neuroscience (2017) Vol. 30, pp. 239-250
Open Access | Times Cited: 226
Increased emotional engagement in game-based learning – A machine learning approach on facial emotion detection data
Manuel Ninaus, Simon Greipl, Kristian Kiili, et al.
Computers & Education (2019) Vol. 142, pp. 103641-103641
Closed Access | Times Cited: 155
Neural Correlates of Symbolic Number Comparison in Developmental Dyscalculia
Christophe Mussolin, Anne De Volder, Cécile Grandin, et al.
Journal of Cognitive Neuroscience (2009) Vol. 22, Iss. 5, pp. 860-874
Closed Access | Times Cited: 201
Training the developing brain: a neurocognitive perspective
Dietsje Jolles, Eveline A. Crone
Frontiers in Human Neuroscience (2012) Vol. 6
Open Access | Times Cited: 191
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
Walk the number line – An embodied training of numerical concepts
Tanja Link, Korbinian Moeller, Stefan Huber, et al.
Trends in Neuroscience and Education (2013) Vol. 2, Iss. 2, pp. 74-84
Closed Access | Times Cited: 147
The Diagnosis and Management of Dyscalculia
Liane Kaufmann, Michael von Aster
Deutsches Ärzteblatt international (2012)
Open Access | Times Cited: 146
Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities
Teresa Iuculano, Miriam Rosenberg‐Lee, Jennifer L. Richardson, et al.
Nature Communications (2015) Vol. 6, Iss. 1
Open Access | Times Cited: 146
Developmental dyscalculia
Karin Kucian, Michael von Aster
European Journal of Pediatrics (2014) Vol. 174, Iss. 1, pp. 1-13
Closed Access | Times Cited: 145
Neurobiological Underpinnings of Math and Reading Learning Disabilities
Sarit Ashkenazi, Jessica M. Black, Daniel A. Abrams, et al.
Journal of Learning Disabilities (2013) Vol. 46, Iss. 6, pp. 549-569
Open Access | Times Cited: 141
Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia
Sarit Ashkenazi, Miriam Rosenberg‐Lee, Caitlin Tenison, et al.
Developmental Cognitive Neuroscience (2011) Vol. 2, pp. S152-S166
Open Access | Times Cited: 137
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis
Silvia Benavides‐Varela, Claudio Zandonella Callegher, Barbara Fagiolini, et al.
Computers & Education (2020) Vol. 157, pp. 103953-103953
Open Access | Times Cited: 131
Brain hyper‐connectivity and operation‐specific deficits during arithmetic problem solving in children with developmental dyscalculia
Miriam Rosenberg‐Lee, Sarit Ashkenazi, Tianwen Chen, et al.
Developmental Science (2014) Vol. 18, Iss. 3, pp. 351-372
Open Access | Times Cited: 128
How training on exact or approximate mental representations of number can enhance first-grade students’ basic number processing and arithmetic skills
Andreas Obersteiner, Kristina Reiss, Stefan Ufer
Learning and Instruction (2012) Vol. 23, pp. 125-135
Closed Access | Times Cited: 121
Can transcranial electrical stimulation improve learning difficulties in atypical brain development? A future possibility for cognitive training
Beatrix Krause, Roi Cohen Kadosh
Developmental Cognitive Neuroscience (2013) Vol. 6, pp. 176-194
Open Access | Times Cited: 115
Interventions for improving numerical abilities: Present and future
Roi Cohen Kadosh, Ann Dowker, Angela Heine, et al.
Trends in Neuroscience and Education (2013) Vol. 2, Iss. 2, pp. 85-93
Open Access | Times Cited: 113
Longitudinal development of number line estimation and mathematics performance in primary school children
Ilona Friso‐van den Bos, Evelyn H. Kroesbergen, Johannes E. H. Van Luit, et al.
Journal of Experimental Child Psychology (2015) Vol. 134, pp. 12-29
Open Access | Times Cited: 103
On the Relation between the Mental Number Line and Arithmetic Competencies
Tanja Link, Hans‐Christoph Nuerk, Korbinian Moeller
Quarterly Journal of Experimental Psychology (2014) Vol. 67, Iss. 8, pp. 1597-1613
Closed Access | Times Cited: 102
Numerical Development
Robert S. Siegler, David W. Braithwaite
Annual Review of Psychology (2016) Vol. 68, Iss. 1, pp. 187-213
Closed Access | Times Cited: 102
Interventions for Children With Mathematical Difficulties
Sabrina Chodura, Jörg‐Tobias Kuhn, Heinz Holling
Zeitschrift für Psychologie (2015) Vol. 223, Iss. 2, pp. 129-144
Closed Access | Times Cited: 99
Why do spatial abilities predict mathematical performance?
Maria Grazia Tosto, Ken B. Hanscombe, Claire M. A. Haworth, et al.
Developmental Science (2014) Vol. 17, Iss. 3, pp. 462-470
Open Access | Times Cited: 98
Raising early achievement in math with interactive apps: A randomized control trial.
Laura A. Outhwaite, Marc Faulder, Anthea Gulliford, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 2, pp. 284-298
Open Access | Times Cited: 93
Predictors for Mathematics Achievement? Evidence From a Longitudinal Study
Delphine Sasanguie, Eva Van den Bussche, Bert Reynvoet
Mind Brain and Education (2012) Vol. 6, Iss. 3, pp. 119-128
Open Access | Times Cited: 101
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