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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:

Self-derivation of new knowledge through memory integration varies as a function of prior knowledge
Nicole L. Varga, Lucy M. Cronin-Golomb, Patricia J. Bauer
Memory (2022) Vol. 30, Iss. 8, pp. 971-987
Open Access | Times Cited: 13

Showing 13 citing articles:

Mandatory retrieval test to incentivize retrieval practice of physics principles
Vegard Gjerde, M. Marisaldi, K. Oksavik, et al.
Physical Review Physics Education Research (2025) Vol. 21, Iss. 1
Open Access
Self-Derivation Through Memory Integration: A Mechanism for Building Semantic Memory
Patricia J. Bauer
Current Directions in Psychological Science (2025)
Closed Access
Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students
Alena G. Esposito
Learning and Individual Differences (2025) Vol. 119, pp. 102655-102655
Closed Access
Self-derivation through memory integration: a longitudinal examination of performance and relations with academic achievements in elementary classrooms
Alena G. Esposito, Patricia J. Bauer
Cognitive Development (2024) Vol. 69, pp. 101416-101416
Open Access | Times Cited: 3
Generative and active engagement in learning neuroscience: A comparison of self-derivation and rephrase
Julia T. Wilson, Patricia J. Bauer
Cognition (2024) Vol. 245, pp. 105709-105709
Open Access | Times Cited: 2
The journey from educational research to classroom practice
Paul Howard‐Jones, Bethany Woollacott, Camilla Gilmore
Journal of Education for Teaching International Research and Pedagogy (2024), pp. 1-15
Open Access | Times Cited: 1
Support for learning under naturalistic conditions
Lucy M. Cronin-Golomb, Patricia J. Bauer
Cognitive Research Principles and Implications (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 7
Generative processes and knowledge revision
Julia T. Wilson, Patricia J. Bauer
Learning and Motivation (2023) Vol. 84, pp. 101936-101936
Closed Access | Times Cited: 3
Applying Legitimation Code Theory to teach breastfeeding in nurse education: A case study
Suzanne Bowdler, Wendy Nielsen, Shahla Meedya, et al.
Nurse Education in Practice (2023) Vol. 72, pp. 103780-103780
Open Access | Times Cited: 2
Operational encoding enhances action knowledge integration: insights from event-related potential analysis
Xiaomei Zhao, Shi Cheng, Zihan Liu
Experimental Brain Research (2024) Vol. 242, Iss. 5, pp. 1071-1085
Closed Access
Effects of sequential and non-sequential presentation conditions of multiple-stem facts on memory integration and cognitive resource allocation
Xiaomei Zhao, Yabo Wang, Ke-jie WANG, et al.
Psychological Research (2024) Vol. 89, Iss. 1
Closed Access
Adult Learners Self‐Derive New Knowledge through Integration of Novel Information and Prior Knowledge and Are more Successful with Reactivation
Jayantika Chakraborty, Alena G. Esposito
Mind Brain and Education (2024) Vol. 18, Iss. 3, pp. 226-235
Open Access
Factors affecting children’s direct learning and productive memory processes in the context of virtual museums
Lucy M. Cronin-Golomb, Jelena Pejic, Hilary E. Miller, et al.
Cognitive Development (2024) Vol. 71, pp. 101454-101454
Closed Access
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