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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:

Behaviors speak louder than explicit reports: Implicit metacognition in 2.5‐year‐old children
Marie Geurten, Christine Bastin
Developmental Science (2018) Vol. 22, Iss. 2
Closed Access | Times Cited: 36

Showing 1-25 of 36 citing articles:

Curiosity as a metacognitive feeling
Louise Goupil, Joëlle Proust
Cognition (2022) Vol. 231, pp. 105325-105325
Open Access | Times Cited: 43
My tablet’s about to go dead! 5- to 6-year-old children adjust their cognitive strategies depending on whether an external resource is reliably available
Yibiao Liang, Zsuzsa Káldy, Erik Blaser
Cognitive Development (2025) Vol. 73, pp. 101542-101542
Closed Access | Times Cited: 1
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
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
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
The developmental path of metacognition from toddlerhood to early childhood and its influence on later memory performance.
Marion Gardier, Marie Geurten
Developmental Psychology (2024) Vol. 60, Iss. 7, pp. 1244-1254
Open Access | Times Cited: 3
Longitudinal associations between executive functions and metacognitive monitoring in 5- to 8-year-olds
Sonja Kälin, Claudia M. Roebers
Metacognition and Learning (2022) Vol. 17, Iss. 3, pp. 1079-1095
Open Access | Times Cited: 14
Connais-toi toi-même : une perspective globale de la métacognition
Pauline Allix, Amélie Lubin, Céline Lanoë, et al.
Psychologie Française (2023) Vol. 68, Iss. 3, pp. 451-469
Open Access | Times Cited: 8
Metacognitive Development and Conceptual Change in Children
Joulia Smortchkova, Nicholas Shea
Review of Philosophy and Psychology (2020) Vol. 11, Iss. 4, pp. 745-763
Open Access | Times Cited: 22
Do I know what they know? Linking metacognition, theory of mind, and selective social learning
Elizabeth Dutemple, Hanifa Hakimi, Diane Poulin‐Dubois
Journal of Experimental Child Psychology (2022) Vol. 227, pp. 105572-105572
Open Access | Times Cited: 13
Examining Children’s Memory Performance: The Role of Parents’ and Children’s Metacognitive Talk During Reminiscence and Play
Marion Gardier, Christina Léonard, Marie Geurten
Journal of Cognition and Development (2024) Vol. 25, Iss. 4, pp. 602-618
Closed Access | Times Cited: 2
Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students
Pauline Allix, Amélie Lubin, Céline Lanoë, et al.
Mind Brain and Education (2024) Vol. 18, Iss. 2, pp. 173-186
Closed Access | Times Cited: 2
Explicit and implicit memory representations in cross-situational word learning
Felix Hao Wang
Cognition (2020) Vol. 205, pp. 104444-104444
Closed Access | Times Cited: 15
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
Impaired explicit self-awareness but preserved behavioral regulation in patients with Alzheimer disease
Marie Geurten, Éric Salmon, Christine Bastin
Aging & Mental Health (2019) Vol. 25, Iss. 1, pp. 142-148
Open Access | Times Cited: 13
What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning
Tiffany Resendes, Brandon Benchimol-Elkaim, Catherine Delisle, et al.
Cognitive Development (2021) Vol. 60, pp. 101117-101117
Closed Access | Times Cited: 11
Erken Çocuklukta Üstbilişin Doğası, Desteklenmesi ve Değerlendirilmesi
Ebru Aydın, Özge Ünsever
Yaşadıkça Eğitim (2024) Vol. 38, Iss. 2, pp. 482-500
Open Access | Times Cited: 1
Seven reasons why elementary school teachers do not encourage their students' metacognition in L1 language lessons
Stéphane Colognesi, Thibault Coppe, Lara Dannau, et al.
European Journal of Education (2024) Vol. 59, Iss. 4
Open Access | Times Cited: 1
A comparison of non-verbal and verbal indicators of young children’s metacognition
Claudia M. Roebers, Sonja Kälin, Eva A. Aeschlimann
Metacognition and Learning (2019) Vol. 15, Iss. 1, pp. 31-49
Closed Access | Times Cited: 11
Memory Monitoring and Control in Japanese and German Preschoolers
Sunae Kim, Atsushi Senju, Beate Sodian, et al.
Memory & Cognition (2021) Vol. 51, Iss. 3, pp. 708-717
Open Access | Times Cited: 7
Go if you know: Preschool children’s movements reflect their metacognitive monitoring
Brielle T. James, Audrey E. Parrish, Alexandria S. Guild, et al.
Cognitive Development (2021) Vol. 57, pp. 101001-101001
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
Knowledge in Sight: Toddlers Plan Efficient Epistemic Actions by Anticipating Learning Gains
Marie Aguirre, Mélanie Brun, Auriane Couderc, et al.
Cognitive Science (2022) Vol. 46, Iss. 2
Open Access | Times Cited: 3
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
Payoff designs in post-decision wagering: a systematic review
Lorenz Weise
Metacognition and Learning (2024) Vol. 20, Iss. 1
Open Access
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