Open Access Helper

OpenAlex Citation Counts

OpenAlex Citations Logo

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:

Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults.
Justin Halberda, Lisa Feigenson
Developmental Psychology (2008) Vol. 44, Iss. 5, pp. 1457-1465
Closed Access | Times Cited: 925

Showing 1-25 of 925 citing articles:

Do humans have two systems to track beliefs and belief-like states?
Ian A. Apperly, Stephen Butterfill
Psychological Review (2009) Vol. 116, Iss. 4, pp. 953-970
Closed Access | Times Cited: 1183
Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study.
David C. Geary
Developmental Psychology (2011) Vol. 47, Iss. 6, pp. 1539-1552
Open Access | Times Cited: 744
Newborn infants perceive abstract numbers
Véronique Izard, Coralie Sann, Elizabeth S. Spelke, et al.
Proceedings of the National Academy of Sciences (2009) Vol. 106, Iss. 25, pp. 10382-10385
Open Access | Times Cited: 742
Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia
Manuela Piazza, Andrea Facoetti, Anna Noemi Trussardi, et al.
Cognition (2010) Vol. 116, Iss. 1, pp. 33-41
Closed Access | Times Cited: 700
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
Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia)
Michèle M. M. Mazzocco, Lisa Feigenson, Justin Halberda
Child Development (2011) Vol. 82, Iss. 4, pp. 1224-1237
Open Access | Times Cited: 520
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
Number sense across the lifespan as revealed by a massive Internet-based sample
Justin Halberda, Ryan Ly, Jeremy Wilmer, et al.
Proceedings of the National Academy of Sciences (2012) Vol. 109, Iss. 28, pp. 11116-11120
Open Access | Times Cited: 456
Neurocognitive start-up tools for symbolic number representations
Manuela Piazza
Trends in Cognitive Sciences (2010) Vol. 14, Iss. 12, pp. 542-551
Closed Access | Times Cited: 440
Relations of different types of numerical magnitude representations to each other and to mathematics achievement
Lisa K. Fazio, Drew H. Bailey, Clarissa A. Thompson, et al.
Journal of Experimental Child Psychology (2014) Vol. 123, pp. 53-72
Closed Access | Times Cited: 415
Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance
Michèle M. M. Mazzocco, Lisa Feigenson, Justin Halberda
PLoS ONE (2011) Vol. 6, Iss. 9, pp. e23749-e23749
Open Access | Times Cited: 400
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
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
Number sense in infancy predicts mathematical abilities in childhood
Ariel Starr, Melissa E. Libertus, Elizabeth M. Brannon
Proceedings of the National Academy of Sciences (2013) Vol. 110, Iss. 45, pp. 18116-18120
Open Access | Times Cited: 341
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: 338
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
Symbolic and nonsymbolic number comparison in children with and without dyscalculia
Christophe Mussolin, Sandrine Mejias, Marie‐Pascale Noël
Cognition (2010) Vol. 115, Iss. 1, pp. 10-25
Open Access | Times Cited: 281
Adolescents’ Functional Numeracy Is Predicted by Their School Entry Number System Knowledge
David C. Geary, Mary K. Hoard, Lara Nugent, et al.
PLoS ONE (2013) Vol. 8, Iss. 1, pp. e54651-e54651
Open Access | Times Cited: 279
Numerical estimation in preschoolers.
Ilaria Berteletti, Daniela Lucangeli, Manuela Piazza, et al.
Developmental Psychology (2010) Vol. 46, Iss. 2, pp. 545-551
Closed Access | Times Cited: 270
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
Mathematical Cognition
Melissa E. Libertus, Shirley Duong, Alex M. Silver
Elsevier eBooks (2019), pp. 311-318
Closed Access | Times Cited: 269
Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities
David C. Geary
Current Directions in Psychological Science (2013) Vol. 22, Iss. 1, pp. 23-27
Open Access | Times Cited: 252
Education Enhances the Acuity of the Nonverbal Approximate Number System
Manuela Piazza, Pierre Pica, Véronique Izard, et al.
Psychological Science (2013) Vol. 24, Iss. 6, pp. 1037-1043
Open Access | Times Cited: 247
Competence with fractions predicts gains in mathematics achievement
Drew H. Bailey, Mary K. Hoard, Lara Nugent, et al.
Journal of Experimental Child Psychology (2012) Vol. 113, Iss. 3, pp. 447-455
Open Access | Times Cited: 242
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
Page 1 - Next Page

Scroll to top