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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:

Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis.
Nicholas P. Allan, Laura E. Hume, Darcey M. Allan, et al.
Developmental Psychology (2014) Vol. 50, Iss. 10, pp. 2368-2379
Closed Access | Times Cited: 332

Showing 1-25 of 332 citing articles:

Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Davina A. Robson, Mark S. Allen, Steven J. Howard
Psychological Bulletin (2020) Vol. 146, Iss. 4, pp. 324-354
Open Access | Times Cited: 509
Developmental Science and Executive Function
Clancy Blair
Current Directions in Psychological Science (2016) Vol. 25, Iss. 1, pp. 3-7
Open Access | Times Cited: 232
Foundations of mathematics and literacy: The role of executive functioning components
David J. Purpura, Sara A. Schmitt, Colleen M. Ganley
Journal of Experimental Child Psychology (2016) Vol. 153, pp. 15-34
Closed Access | Times Cited: 230
Relations between executive functions and academic outcomes in elementary school children: A meta-analysis.
Jamie A. Spiegel, J. Marc Goodrich, Brittany M. Morris, et al.
Psychological Bulletin (2021) Vol. 147, Iss. 4, pp. 329-351
Open Access | Times Cited: 192
Developing together: The role of executive function and motor skills in children’s early academic lives
Megan M. McClelland, Claire E. Cameron
Early Childhood Research Quarterly (2018) Vol. 46, pp. 142-151
Closed Access | Times Cited: 160
A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive and health outcomes
Lisa G. Smithers, Alyssa Sawyer, Catherine Chittleborough, et al.
Nature Human Behaviour (2018) Vol. 2, Iss. 11, pp. 867-880
Open Access | Times Cited: 146
Maternal Math Talk in the Home and Math Skills in Preschool Children
María Inés Susperreguy, Pamela Davis‐Kean
Early Education and Development (2016) Vol. 27, Iss. 6, pp. 841-857
Closed Access | Times Cited: 134
Parenting and Self-Control Across Early to Late Adolescence: A Three-Level Meta-Analysis
Jian‐Bin Li, Yayouk E. Willems, F. Marijn Stok, et al.
Perspectives on Psychological Science (2019) Vol. 14, Iss. 6, pp. 967-1005
Open Access | Times Cited: 132
The Development of Students' Understanding of Science
Stella Vosniadou
Frontiers in Education (2019) Vol. 4
Open Access | Times Cited: 119
Enhancing executive functioning among toddlers in foster care with an attachment-based intervention
Teresa Lind, K. Lee Raby, EB Caron, et al.
Development and Psychopathology (2017) Vol. 29, Iss. 2, pp. 575-586
Open Access | Times Cited: 114
Kindergarten Children's Executive Functions Predict Their Second‐Grade Academic Achievement and Behavior
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, et al.
Child Development (2018) Vol. 90, Iss. 5, pp. 1802-1816
Open Access | Times Cited: 113
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood
Ashenafi Kassahun Edossa, Ulrich Schroeders, Sabine Weinert, et al.
International Journal of Behavioral Development (2017) Vol. 42, Iss. 2, pp. 192-202
Open Access | Times Cited: 106
Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects
Lynette Atkinson, Lance Slade, Daisy Powell, et al.
Journal of Experimental Child Psychology (2017) Vol. 164, pp. 225-238
Open Access | Times Cited: 105
Testing longitudinal associations between executive function and academic achievement.
Michael T. Willoughby, Amanda Wylie, Michael Little
Developmental Psychology (2018) Vol. 55, Iss. 4, pp. 767-779
Closed Access | Times Cited: 105
Randomized control trial of Tools of the Mind: Marked benefits to kindergarten children and their teachers
Adele Diamond, Chris Lee, Peter Senften, et al.
PLoS ONE (2019) Vol. 14, Iss. 9, pp. e0222447-e0222447
Open Access | Times Cited: 102
Age‐related change in brain rhythms from early to middle childhood: Links to executive function
Sammy Perone, Jeeva Palanisamy, Stephanie M. Carlson
Developmental Science (2018) Vol. 21, Iss. 6
Closed Access | Times Cited: 101
Executive function deficits in kindergarten predict repeated academic difficulties across elementary school
Paul L. Morgan, George Farkas, Yangyang Wang, et al.
Early Childhood Research Quarterly (2018) Vol. 46, pp. 20-32
Open Access | Times Cited: 101
Using block play to enhance preschool children’s mathematics and executive functioning: A randomized controlled trial
Sara A. Schmitt, Irem Korucu, Amy R. Napoli, et al.
Early Childhood Research Quarterly (2018) Vol. 44, pp. 181-191
Closed Access | Times Cited: 100
Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families
Leanne Keller, Melissa E. Libertus
Frontiers in Psychology (2015) Vol. 6
Open Access | Times Cited: 99
Cross-sectional study of social behaviors in preschool children and exposure to flame retardants
Shannon T. Lipscomb, Megan M. McClelland, Megan MacDonald, et al.
Environmental Health (2017) Vol. 16, Iss. 1
Open Access | Times Cited: 99
Linking Getting to School With Going to School
Michael A. Gottfried
Educational Evaluation and Policy Analysis (2017) Vol. 39, Iss. 4, pp. 571-592
Closed Access | Times Cited: 90
Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood
Philip David Zelazo, Jessica L. Forston, Ann S. Masten, et al.
Frontiers in Psychology (2018) Vol. 9
Open Access | Times Cited: 90
Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children
Lianne J. Woodward, Zhigang Lu, Alyssa R. Morris, et al.
The Clinical Neuropsychologist (2016) Vol. 31, Iss. 2, pp. 404-422
Closed Access | Times Cited: 86
Why do early mathematics skills predict later mathematics and reading achievement? The role of executive function
Dieuwer ten Braak, Ragnhild Lenes, David J. Purpura, et al.
Journal of Experimental Child Psychology (2021) Vol. 214, pp. 105306-105306
Open Access | Times Cited: 73
Inhibitory Control Development: A Network Neuroscience Perspective
Weixi Kang, Sònia Pineda Hernández, Md Shahinoor Rahman, et al.
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 47
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