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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:

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

Showing 1-25 of 620 citing articles:

The Science of Sex Differences in Science and Mathematics
Diane F. Halpern, Camilla Persson Benbow, David C. Geary, et al.
Psychological Science in the Public Interest (2007) Vol. 8, Iss. 1, pp. 1-51
Open Access | Times Cited: 1081
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
Origins of Objectivity
Tyler Burge
Oxford University Press eBooks (2010)
Closed Access | Times Cited: 876
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
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
A Visual Sense of Number
David C. Burr, John Ross
Current Biology (2008) Vol. 18, Iss. 6, pp. 425-428
Open Access | Times Cited: 564
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
Exploring the impact of phonological awareness, visual–spatial working memory, and preschool quantity–number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study
Kristin Krajewski, Wolfgang Schneider
Journal of Experimental Child Psychology (2009) Vol. 103, Iss. 4, pp. 516-531
Closed Access | Times Cited: 461
Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study
Kristin Krajewski, Wolfgang Schneider
Learning and Instruction (2008) Vol. 19, Iss. 6, pp. 513-526
Closed Access | Times Cited: 371
Automaticity in social-cognitive processes
John A. Bargh, Kay L. Schwader, Sarah E. Hailey, et al.
Trends in Cognitive Sciences (2012) Vol. 16, Iss. 12, pp. 593-605
Closed Access | Times Cited: 359
Number sense in infancy predicts mathematical abilities in childhood
Ariel Starr, Melissa E. Libertus, Elizabeth M. Brannon
Proceedings of the National Academy of Sciences (2013) Vol. 110, Iss. 45, pp. 18116-18120
Open Access | Times Cited: 341
Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge
Elizabeth A. Gunderson, Susan C. Levine
Developmental Science (2011) Vol. 14, Iss. 5, pp. 1021-1032
Open Access | Times Cited: 330
Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review
Lynn Waterhouse
Educational Psychologist (2006) Vol. 41, Iss. 4, pp. 207-225
Closed Access | Times Cited: 324
Beyond perceptual symbols: A call for representational pluralism
Guy Dove
Cognition (2009) Vol. 110, Iss. 3, pp. 412-431
Closed Access | Times Cited: 304
ANS acuity and mathematics ability in preschoolers from low‐income homes: contributions of inhibitory control
Mary Wagner Fuhs, Nicole M. McNeil
Developmental Science (2012) Vol. 16, Iss. 1, pp. 136-148
Closed Access | Times Cited: 296
Symbolic and nonsymbolic number comparison in children with and without dyscalculia
Christophe Mussolin, Sandrine Mejias, Marie‐Pascale Noël
Cognition (2010) Vol. 115, Iss. 1, pp. 10-25
Open Access | Times Cited: 281
Numerical estimation in preschoolers.
Ilaria Berteletti, Daniela Lucangeli, Manuela Piazza, et al.
Developmental Psychology (2010) Vol. 46, Iss. 2, pp. 545-551
Closed Access | Times Cited: 270
Mathematical Cognition
Melissa E. Libertus, Shirley Duong, Alex M. Silver
Elsevier eBooks (2019), pp. 311-318
Closed Access | Times Cited: 269
Early numerical development and the role of non-symbolic and symbolic skills
Meijke E. Kolkman, Evelyn H. Kroesbergen, Paul Leseman
Learning and Instruction (2013) Vol. 25, pp. 95-103
Closed Access | Times Cited: 243
Association between basic numerical abilities and mathematics achievement
Delphine Sasanguie, Bert De Smedt, Emmy Defever, et al.
British Journal of Developmental Psychology (2011) Vol. 30, Iss. 2, pp. 344-357
Closed Access | Times Cited: 239
Generating nonsymbolic number stimuli
Titia Gebuis, Bert Reynvoet
Behavior Research Methods (2011) Vol. 43, Iss. 4, pp. 981-986
Open Access | Times Cited: 231
Brief non-symbolic, approximate number practice enhances subsequent exact symbolic arithmetic in children
Daniel C. Hyde, Saeeda Khanum, Elizabeth S. Spelke
Cognition (2014) Vol. 131, Iss. 1, pp. 92-107
Open Access | Times Cited: 223
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