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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:

Response latencies and eye gaze provide insight on how toddlers gather evidence under uncertainty
Sarah Leckey, Diana Selmeczy, Alireza Kazemi, et al.
Nature Human Behaviour (2020) Vol. 4, Iss. 9, pp. 928-936
Closed Access | Times Cited: 31

Showing 1-25 of 31 citing articles:

Cultural Differences in Visual Attention Emerge in Infancy
Megan J. Heise, Marek Meristo, Mika Ueno, et al.
Infancy (2025) Vol. 30, Iss. 1
Open Access
Influence of early metacognition on children’s later regulation behaviours: the case of the memorability heuristic
Marion Gardier, Marie Geurten
European Journal of Developmental Psychology (2025), pp. 1-17
Closed Access
Do Young Children Use Verbal Disfluency as a Cue to Their Own Confidence?
Eloise West, Carolyn Baer, Luo Yu, et al.
Developmental Science (2025) Vol. 28, Iss. 3
Open Access
Early Emergence of Metacognition in Rhesus Monkeys
Yiyun Huang, Alexandra G. Rosati
Developmental Science (2025) Vol. 28, Iss. 3
Open Access
Is Uncertainty in the Eyes or in Parents' Talk? Linking an Eye‐Tracking Measure of Toddlers' Core Metacognition to Parental Metacognitive Talk
Marion Gardier, Marie Geurten
Child Development (2025)
Closed Access
Curiosity in childhood and adolescence — what can we learn from the brain
Matthias J. Gruber, Yana Fandakova
Current Opinion in Behavioral Sciences (2021) Vol. 39, pp. 178-184
Open Access | Times Cited: 23
The development of uncertainty monitoring during kindergarten: Change and longitudinal relations with executive function and vocabulary in children from low‐income backgrounds
Christopher R. Gonzales, Alexis Merculief, Megan M. McClelland, et al.
Child Development (2021) Vol. 93, Iss. 2, pp. 524-539
Closed Access | Times Cited: 16
Keeping an Eye Out for Change: Anxiety Disrupts Adaptive Resolution of Policy Uncertainty
Amrita Lamba, Michael J. Frank, Oriel FeldmanHall
Biological Psychiatry Cognitive Neuroscience and Neuroimaging (2024) Vol. 9, Iss. 11, pp. 1188-1198
Closed Access | Times Cited: 2
Infants evaluate informativeness of evidence and predict causal events as revealed in theta oscillations and predictive looking
Katarina Begus, Elizabeth Bonawitz
Communications Psychology (2024) Vol. 2, Iss. 1
Open Access | Times Cited: 2
Vocabulary and automatic attention: The relation between novel words and gaze dynamics in noun generalization
Milena Bakopoulou, Megan G. Lorenz, Samuel H. Forbes, et al.
Developmental Science (2023) Vol. 26, Iss. 6
Open Access | Times Cited: 5
Relations between parental metacognitive talk and children’s early metacognition and memory
Marie Geurten, Christina Léonard
Journal of Experimental Child Psychology (2022) Vol. 226, pp. 105577-105577
Closed Access | Times Cited: 8
When “shoe” becomes free from “putting on”: The link between early meanings of object words and object-specific actions
Hiromichi Hagihara, Hiroki Yamamoto, Yusuke Moriguchi, et al.
Cognition (2022) Vol. 226, pp. 105177-105177
Closed Access | Times Cited: 5
The influence of irrelevant emotionally negative stimuli on early and late retrospective metacognitive judgements
Marie Geurten, Patrick Lemaire
Quarterly Journal of Experimental Psychology (2023) Vol. 77, Iss. 5, pp. 1113-1124
Closed Access | Times Cited: 2
Curiosity in childhood and adolescence - what can we learn from the brain
Matthias J. Gruber, Yana Fandakova
(2021)
Open Access | Times Cited: 5
Two-Year-Olds’ Eye Movements Reflect Confidence in Their Understanding of Words
Isabelle Dautriche, Louise Goupil, Kenny Smith, et al.
Psychological Science (2022) Vol. 33, Iss. 11, pp. 1842-1856
Open Access | Times Cited: 3
Looking represents choosing in toddlers: Exploring the equivalence between multimodal measures in forced‐choice tasks
Hiromichi Hagihara, Naoto Ienaga, Kei Terayama, et al.
Infancy (2020) Vol. 26, Iss. 1, pp. 148-167
Open Access | Times Cited: 4
If looks could talk: Threat and familiarity influence with whom and how infants interact in ambiguous situations
Samantha Ehli, Silvia Schneider, Albert Newen, et al.
Social Development (2024) Vol. 33, Iss. 3
Open Access
Training and specialisation in early intervention: use of technological resources and artificial intelligence
María Consuelo Sáiz Manzanares, María Ángeles Martínez Martín, María del Camino Escolar Llamazares, et al.
Universidad de Burgos eBooks (2024)
Open Access
Formación y especialización en atención temprana: uso de recursos tecnológicos y de inteligencia artificial
María Consuelo Sáiz Manzanares, María Ángeles Martínez Martín, María del Camino Escolar Llamazares, et al.
Universidad de Burgos eBooks (2024)
Open Access
I think therefore I learn: metacognition is a better predictor of school readiness than executive functions
Elizabeth Dutemple, Carlye Brokl, Diane Poulin‐Dubois
Frontiers in Developmental Psychology (2024) Vol. 2
Closed Access
Development of episodic memory
Diana Selmeczy, Simona Ghetti
Elsevier eBooks (2024), pp. 236-249
Closed Access
Toddlers' visual exploration during decisions predicts uncertainty monitoring 1 year later
Sarah Leckey, Christopher R. Gonzales, Diana Selmeczy, et al.
Child Development (2024)
Open Access
Eficacia perceptual y comunicativa de un logotipo biestable: un estudio experimental basado en tecnología eye-tracking
Rodríguez Martínez
Texto Livre Linguagem e Tecnologia (2024) Vol. 17
Open Access
Attention to novelty interferes with toddlers' emerging memory decision‐making
Sarah Leckey, Shefali Bhagath, Elliott G. Johnson, et al.
Child Development (2023) Vol. 95, Iss. 1, pp. 98-113
Open Access | Times Cited: 1
Motivating children to (pre)monitor: positive effects on monitoring accuracy?
Sophie Wacker, Claudia M. Roebers
Metacognition and Learning (2023) Vol. 19, Iss. 1, pp. 1-19
Open Access | Times Cited: 1
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