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:

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

Showing 1-25 of 744 citing articles:

Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children
Maria Chiara Passolunghi, Sara Caviola, Ruggero De Agostini, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 683
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency
Lucy Cragg, Camilla Gilmore
Trends in Neuroscience and Education (2014) Vol. 3, Iss. 2, pp. 63-68
Open Access | Times Cited: 509
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
Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study.
David C. Geary, Mary K. Hoard, Lara Nugent, et al.
Journal of Educational Psychology (2011) Vol. 104, Iss. 1, pp. 206-223
Open Access | Times Cited: 402
Developmental dyscalculia is related to visuo-spatial memory and inhibition impairment
Dénes Szücs, Amy Devine, Fruzsina Soltész, et al.
Cortex (2013) Vol. 49, Iss. 10, pp. 2674-2688
Open Access | Times Cited: 364
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
Neural predictors of individual differences in response to math tutoring in primary-grade school children
Kaustubh Supekar, Anna G. Swigart, Caitlin Tenison, et al.
Proceedings of the National Academy of Sciences (2013) Vol. 110, Iss. 20, pp. 8230-8235
Open Access | Times Cited: 257
Separate but correlated: The latent structure of space and mathematics across development.
Kelly S. Mix, Susan C. Levine, Yi-Ling Cheng, et al.
Journal of Experimental Psychology General (2016) Vol. 145, Iss. 9, pp. 1206-1227
Open Access | Times Cited: 256
Hippocampal-neocortical functional reorganization underlies children's cognitive development
Shaozheng Qin, Soohyun Cho, Tianwen Chen, et al.
Nature Neuroscience (2014) Vol. 17, Iss. 9, pp. 1263-1269
Open Access | Times Cited: 251
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
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school
Amy Pace, Rebecca M. Alper, Margaret Burchinal, et al.
Early Childhood Research Quarterly (2018) Vol. 46, pp. 112-125
Closed Access | Times Cited: 242
Big Five personality traits and academic performance: A meta‐analysis
Sakhavat Mammadov
Journal of Personality (2021) Vol. 90, Iss. 2, pp. 222-255
Closed Access | Times Cited: 230
Math talk during informal learning activities in Head Start families
Geetha B. Ramani, Meredith L. Rowe, Sarah H. Eason, et al.
Cognitive Development (2015) Vol. 35, pp. 15-33
Closed Access | Times Cited: 228
Direct and indirect influences of executive functions on mathematics achievement
Lucy Cragg, Sarah Keeble, Sophie Richardson, et al.
Cognition (2017) Vol. 162, pp. 12-26
Open Access | Times Cited: 224
Benefits of a Working Memory Training Program for Inattention in Daily Life: A Systematic Review and Meta-Analysis
Megan Spencer‐Smith, Torkel Klingberg
PLoS ONE (2015) Vol. 10, Iss. 3, pp. e0119522-e0119522
Open Access | Times Cited: 220
Learning executive function and early mathematics: Directions of causal relations
Douglas H. Clements, Julie Sarama, Carrie Germeroth
Early Childhood Research Quarterly (2015) Vol. 36, pp. 79-90
Closed Access | Times Cited: 209
Arithmetic in the developing brain: A review of brain imaging studies
L. Peters, Bert De Smedt
Developmental Cognitive Neuroscience (2017) Vol. 30, pp. 265-279
Open Access | Times Cited: 203
Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis
Michael Schneider, Simon Merz, Johannes Stricker, et al.
Child Development (2018) Vol. 89, Iss. 5, pp. 1467-1484
Open Access | Times Cited: 202
Early predictors of middle school fraction knowledge
Drew H. Bailey, Robert S. Siegler, David C. Geary
Developmental Science (2014) Vol. 17, Iss. 5, pp. 775-785
Open Access | Times Cited: 185
Taking it to the classroom: Number board games as a small group learning activity.
Geetha B. Ramani, Robert S. Siegler, Aline Hitti
Journal of Educational Psychology (2012) Vol. 104, Iss. 3, pp. 661-672
Closed Access | Times Cited: 180
Improving arithmetic performance with number sense training: An investigation of underlying mechanism
Joonkoo Park, Elizabeth M. Brannon
Cognition (2014) Vol. 133, Iss. 1, pp. 188-200
Open Access | Times Cited: 169
Casting the die before the die is cast: the importance of the home numeracy environment for preschool children
Frank Niklas, Wolfgang Schneider
European Journal of Psychology of Education (2013) Vol. 29, Iss. 3, pp. 327-345
Closed Access | Times Cited: 158
Acuity of the approximate number system and preschoolers’ quantitative development
Kristy van Marle, Felicia W. Chu, Yaoran Li, et al.
Developmental Science (2014) Vol. 17, Iss. 4, pp. 492-505
Closed Access | Times Cited: 158
Developmental change in the influence of domain-general abilities and domain-specific knowledge on mathematics achievement: An eight-year longitudinal study.
David C. Geary, Alan Nicholas, Yaoran Li, et al.
Journal of Educational Psychology (2017) Vol. 109, Iss. 5, pp. 680-693
Open Access | Times Cited: 154
Early Math Trajectories: Low‐Income Children's Mathematics Knowledge From Ages 4 to 11
Bethany Rittle‐Johnson, Emily R. Fyfe, Kerry G. Hofer, et al.
Child Development (2016) Vol. 88, Iss. 5, pp. 1727-1742
Closed Access | Times Cited: 147
Page 1 - Next Page

Scroll to top