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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:

Origins of Number Sense
Jennifer S. Lipton, Elizabeth S. Spelke
Psychological Science (2003) Vol. 14, Iss. 5, pp. 396-401
Closed Access | Times Cited: 688

Showing 1-25 of 688 citing articles:

Core systems of number
Lisa Feigenson, Stanislas Dehaene, Elizabeth S. Spelke
Trends in Cognitive Sciences (2004) Vol. 8, Iss. 7, pp. 307-314
Closed Access | Times Cited: 2327
Tuning Curves for Approximate Numerosity in the Human Intraparietal Sulcus
Manuela Piazza, Véronique Izard, Philippe Pinel, et al.
Neuron (2004) Vol. 44, Iss. 3, pp. 547-555
Open Access | Times Cited: 1069
Numerical Cognition Without Words: Evidence from Amazonia
Peter C. Gordon
Science (2004) Vol. 306, Iss. 5695, pp. 496-499
Closed Access | Times Cited: 1061
Core knowledge
Elizabeth S. Spelke, Katherine D. Kinzler
Developmental Science (2006) Vol. 10, Iss. 1, pp. 89-96
Closed Access | Times Cited: 952
Developmental change in the acuity of the "number sense": The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults.
Justin Halberda, Lisa Feigenson
Developmental Psychology (2008) Vol. 44, Iss. 5, pp. 1457-1465
Closed Access | Times Cited: 925
Sex Differences in Intrinsic Aptitude for Mathematics and Science?: A Critical Review.
Elizabeth S. Spelke
American Psychologist (2005) Vol. 60, Iss. 9, pp. 950-958
Closed Access | Times Cited: 749
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
One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles
Mathieu Le Corre, Susan Carey
Cognition (2007) Vol. 105, Iss. 2, pp. 395-438
Open Access | Times Cited: 706
Effects of development and enculturation on number representation in the brain
Daniel Ansari
Nature reviews. Neuroscience (2008) Vol. 9, Iss. 4, pp. 278-291
Closed 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
Arithmetic and the brain
Stanislas Dehaene, Nicolas Molko, Laurent Cohen, et al.
Current Opinion in Neurobiology (2004) Vol. 14, Iss. 2, pp. 218-224
Closed Access | Times Cited: 649
19 The Moral Mind
Jonathan Haidt, Craig Joseph
Oxford University Press eBooks (2008), pp. 367-392
Closed Access | Times Cited: 627
Number sense in human infants
Fei Xu, Elizabeth S. Spelke, Sydney Goddard
Developmental Science (2004) Vol. 8, Iss. 1, pp. 88-101
Closed Access | Times Cited: 620
Functional Imaging of Numerical Processing in Adults and 4-y-Old Children
Jessica F. Cantlon, Elizabeth M. Brannon, Elizabeth Carter, et al.
PLoS Biology (2006) Vol. 4, Iss. 5, pp. e125-e125
Open Access | Times Cited: 586
Predicting First‐Grade Math Achievement from Developmental Number Sense Trajectories
Nancy C. Jordan, David Kaplan, Maria N. Locuniak, et al.
Learning Disabilities Research and Practice (2007) Vol. 22, Iss. 1, pp. 36-46
Open Access | Times Cited: 570
Shared System for Ordering Small and Large Numbers in Monkeys and Humans
Jessica F. Cantlon, Elizabeth M. Brannon
Psychological Science (2006) Vol. 17, Iss. 5, pp. 401-406
Closed Access | Times Cited: 549
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
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
Large-Number Addition and Subtraction by 9-Month-Old Infants
Koleen McCrink, Karen Wynn
Psychological Science (2004) Vol. 15, Iss. 11, pp. 776-781
Closed Access | Times Cited: 475
Numerosity discrimination in infants: Evidence for two systems of representations
Fei Xu
Cognition (2003) Vol. 89, Iss. 1, pp. B15-B25
Closed Access | Times Cited: 471
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
Number as a cognitive technology: Evidence from Pirahã language and cognition
Michael C. Frank, Daniel L. Everett, Evelina Fedorenko, et al.
Cognition (2008) Vol. 108, Iss. 3, pp. 819-824
Closed Access | Times Cited: 437
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
Beyond the number domain
Jessica F. Cantlon, Michael L. Platt, Elizabeth M. Brannon
Trends in Cognitive Sciences (2009) Vol. 13, Iss. 2, pp. 83-91
Open Access | Times Cited: 406
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
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