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:
Efficacy of a computer-based cognitive training program to enhance planning skills in 5 to 7-year-old normally-developing children
Sonia Gisela Ríos Cruz, Teresa Olivares, Sergio Hernández Expósito, et al.
Applied Neuropsychology Child (2018) Vol. 9, Iss. 1, pp. 21-30
Closed Access | Times Cited: 8
Sonia Gisela Ríos Cruz, Teresa Olivares, Sergio Hernández Expósito, et al.
Applied Neuropsychology Child (2018) Vol. 9, Iss. 1, pp. 21-30
Closed Access | Times Cited: 8
Showing 8 citing articles:
The impact and experience of directly teaching about executive functions (EF) to 2nd-grade students on their understanding and performance of EF skills
Lisa Raymond-Tolan, Theresa Arcidiacono, Cassandra Panzarino, et al.
Journal of Occupational Therapy Schools & Early Intervention (2025), pp. 1-13
Open Access
Lisa Raymond-Tolan, Theresa Arcidiacono, Cassandra Panzarino, et al.
Journal of Occupational Therapy Schools & Early Intervention (2025), pp. 1-13
Open Access
Teens train your brain! A mixed-methods feasibility trial of a working memory training program for adolescents from an economically disadvantaged community
Julia W. Felton, Morgan Cinader, Jessie Spencer, et al.
Applied Neuropsychology Child (2025), pp. 1-11
Closed Access
Julia W. Felton, Morgan Cinader, Jessie Spencer, et al.
Applied Neuropsychology Child (2025), pp. 1-11
Closed Access
Automatic planning in cognitive training: application to multiple sclerosis
Mauro Gáspari, Federica Pinardi, Dario Signorello, et al.
Human-Computer Interaction (2023) Vol. 39, Iss. 1-2, pp. 79-95
Open Access | Times Cited: 4
Mauro Gáspari, Federica Pinardi, Dario Signorello, et al.
Human-Computer Interaction (2023) Vol. 39, Iss. 1-2, pp. 79-95
Open Access | Times Cited: 4
BrainHood: Designing a cognitive training system that supports self-regulated learning skills in children
Konstantinos Tsiakas, Emilia Barakova, Javed-Vassilis Khan, et al.
Technology and Disability (2020) Vol. 32, Iss. 4, pp. 219-228
Closed Access | Times Cited: 7
Konstantinos Tsiakas, Emilia Barakova, Javed-Vassilis Khan, et al.
Technology and Disability (2020) Vol. 32, Iss. 4, pp. 219-228
Closed Access | Times Cited: 7
Domain-Specific Stimulation of Executive Functioning in Low-Performing Students with a Roma Background: Cognitive Potential of Mathematics
Iveta Kovalčíková, Jochanan Veerbeek, Bart Vogelaar, et al.
Education Sciences (2021) Vol. 11, Iss. 6, pp. 285-285
Open Access | Times Cited: 6
Iveta Kovalčíková, Jochanan Veerbeek, Bart Vogelaar, et al.
Education Sciences (2021) Vol. 11, Iss. 6, pp. 285-285
Open Access | Times Cited: 6
IT Trends: A Literature Review
Abril Ximena Sánchez López, Ian Gerardo Horcasitas Pérez, Juan Carlos Hernández Mora, et al.
(2023) Vol. 22, pp. 1-9
Closed Access | Times Cited: 1
Abril Ximena Sánchez López, Ian Gerardo Horcasitas Pérez, Juan Carlos Hernández Mora, et al.
(2023) Vol. 22, pp. 1-9
Closed Access | Times Cited: 1
Gamification as a Function of the Support to the Treatment of Depression – Meta-Analysis
Deiver Mena, F Miralles Pardo
(2023) Vol. 9, pp. 1-6
Closed Access
Deiver Mena, F Miralles Pardo
(2023) Vol. 9, pp. 1-6
Closed Access
Executive Functioning and Early Math Skills in Young Children at Risk for Mathematical Difficulties: Evaluation of Interventions Efficacy and Transfer Effects
Ahmad Ahmadi, Susan S. Chuang, Megan M. McClelland, et al.
Early Education and Development (2023) Vol. 35, Iss. 8, pp. 1712-1739
Closed Access
Ahmad Ahmadi, Susan S. Chuang, Megan M. McClelland, et al.
Early Education and Development (2023) Vol. 35, Iss. 8, pp. 1712-1739
Closed Access
