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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:

Individual differences in non-verbal number acuity correlate with maths achievement
Justin Halberda, Michèle M. M. Mazzocco, Lisa Feigenson
Nature (2008) Vol. 455, Iss. 7213, pp. 665-668
Closed Access | Times Cited: 1391

Showing 1-25 of 1391 citing articles:

Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches
Kimberly P. Raghubar, Marcia A. Barnes, Steven A. Hecht
Learning and Individual Differences (2009) Vol. 20, Iss. 2, pp. 110-122
Closed Access | Times Cited: 922
Handbook of Research on Learning and Instruction
Richard E. Mayer, Patricia A. Alexander
Routledge eBooks (2011)
Closed Access | Times Cited: 862
Representation of Number in the Brain
Andreas Nieder, Stanislas Dehaene
Annual Review of Neuroscience (2009) Vol. 32, Iss. 1, pp. 185-208
Closed Access | Times Cited: 822
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
Pathways to Mathematics: Longitudinal Predictors of Performance
Jo‐Anne LeFevre, Lisa Fast, Sheri‐Lynn Skwarchuk, et al.
Child Development (2010) Vol. 81, Iss. 6, pp. 1753-1767
Closed Access | Times Cited: 728
Dyscalculia: From Brain to Education
Brian Butterworth, Sashank Varma, Diana Laurillard
Science (2011) Vol. 332, Iss. 6033, pp. 1049-1053
Open Access | Times Cited: 704
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
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence: a meta‐analysis
Michael Schneider, Kassandra Beeres, Leyla Coban, et al.
Developmental Science (2016) Vol. 20, Iss. 3
Open Access | Times Cited: 652
An integrated theory of whole number and fractions development
Robert S. Siegler, Clarissa A. Thompson, Michael Schneider
Cognitive Psychology (2011) Vol. 62, Iss. 4, pp. 273-296
Closed Access | Times Cited: 644
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
From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition
Tali Leibovich, Naama Katzin, Maayan Harel, et al.
Behavioral and Brain Sciences (2016) Vol. 40
Open Access | Times Cited: 500
Topographic Representation of Numerosity in the Human Parietal Cortex
Ben M. Harvey, Barrie P. Klein, Natalia Petridou, et al.
Science (2013) Vol. 341, Iss. 6150, pp. 1123-1126
Open Access | Times Cited: 495
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
Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement
Camilla Gilmore, Nina Attridge, Sarah Clayton, et al.
PLoS ONE (2013) Vol. 8, Iss. 6, pp. e67374-e67374
Open Access | Times Cited: 436
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
Origins of the brain networks for advanced mathematics in expert mathematicians
Marie Amalric, Stanislas Dehaene
Proceedings of the National Academy of Sciences (2016) Vol. 113, Iss. 18, pp. 4909-4917
Open Access | Times Cited: 392
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
Numerical predictors of arithmetic success in grades 1–6
Ian M. Lyons, Gavin R. Price, Anniek Vaessen, et al.
Developmental Science (2014) Vol. 17, Iss. 5, pp. 714-726
Closed Access | Times Cited: 368
Foundational numerical capacities and the origins of dyscalculia
Brian Butterworth
Trends in Cognitive Sciences (2010) Vol. 14, Iss. 12, pp. 534-541
Closed Access | Times Cited: 365
Beyond Comprehension
Ellen Peters
Current Directions in Psychological Science (2012) Vol. 21, Iss. 1, pp. 31-35
Closed Access | Times Cited: 343
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