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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:

Distinctions in the Acquisition of Vocabulary and Grammar: An Individual Differences Approach
Neil J. Walker, Padraic Monaghan, Christine Schoetensack, et al.
Language Learning (2020) Vol. 70, Iss. S2, pp. 221-254
Open Access | Times Cited: 23

Showing 23 citing articles:

The role of phonology in non-native word learning: Evidence from cross-situational statistical learning
Yuxin Ge, Padraic Monaghan, Patrick Rebuschat
Bilingualism Language and Cognition (2024), pp. 1-16
Open Access | Times Cited: 6
Statistical Learning of Language: A Meta‐Analysis Into 25 Years of Research
Erin S. Isbilen, Morten H. Christiansen
Cognitive Science (2022) Vol. 46, Iss. 9
Open Access | Times Cited: 25
Semantic information boosts the acquisition of a novel grammatical system in different presentation formats
Katharina Wendebourg, Birgit Öttl, Detmar Meurers, et al.
Language and Cognition (2025) Vol. 17
Open Access
The methodology of the research on language aptitude: A systematic review
Shaofeng Li, Huijun Zhao
Annual Review of Applied Linguistics (2021) Vol. 41, pp. 25-54
Closed Access | Times Cited: 24
What have we learned from 15 years of research on cross-situational word learning? A focused review
Tanja C. Roembke, Matilde E. Simonetti, Iring Koch, et al.
Frontiers in Psychology (2023) Vol. 14
Open Access | Times Cited: 10
PREDICTION AND ERROR-BASED LEARNING IN L2 PROCESSING AND ACQUISITION
Giulia Bovolenta, Emma Marsden
Studies in Second Language Acquisition (2021) Vol. 44, Iss. 5, pp. 1384-1409
Open Access | Times Cited: 19
The Role of Feedback in the Statistical Learning of Language‐Like Regularities
Felicity F. Frinsel, Fabio Trecca, Morten H. Christiansen
Cognitive Science (2024) Vol. 48, Iss. 3
Closed Access | Times Cited: 2
The contribution of written corrective feedback and its association with working memory on the development of EFL learners’ English plurals
Ornuma Chingchit
Language Teaching Research (2024)
Closed Access | Times Cited: 2
Can adults learn L2 grammar after prolonged exposure under incidental conditions?
Panagiotis Kenanidis, Ewa Dąbrowska, Miquel Llompart, et al.
PLoS ONE (2023) Vol. 18, Iss. 7, pp. e0288989-e0288989
Open Access | Times Cited: 5
Desirable Difficulties in Language Learning? How Talker Variability Impacts Artificial Grammar Learning
Federica Bulgarelli, Daniel J. Weiss
Language Learning (2021) Vol. 71, Iss. 4, pp. 1085-1121
Open Access | Times Cited: 11
Redundancy and Complementarity in Language and the Environment: How Intermodal Information Is Combined to Constrain Learning
Padraic Monaghan, Heather Murray, Heiko Holz
Language Learning (2024) Vol. 74, Iss. 3, pp. 606-637
Open Access | Times Cited: 1
The effect of verb surprisal on the acquisition of second language syntactic structures in adults: An artificial language learning study
Giulia Bovolenta, Emma Marsden
Applied Psycholinguistics (2023) Vol. 45, Iss. 1, pp. 110-137
Open Access | Times Cited: 2
The inter-relationship between word learning, native phonology and production practice through cross-situational statistics
Sophie Bennett, João Dinis Fernandes, Susana Correia, et al.
(2024)
Open Access
Explicit instruction helps only at the beginning: Children’s learning of vocabulary and grammar from cross-situational statistics
Wensi Zhang, Padraic Monaghan, Patrick Rebuschat
(2024)
Open Access
Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities?
Phillip Hamrick, Christopher A. Was, Yin Zhang⋆
Studies in Second Language Acquisition (2024) Vol. 46, Iss. 2, pp. 581-596
Closed Access
Probing the role of multilingualism and working memory in cross-situational word learning
Ye Li, Viridiana L. Benitez
(2024)
Open Access
An Introduction to the Cognitive Neuroscience of Second and Artificial Language Learning
Guillaume Thierry, Patrick Rebuschat
Language Learning (2020) Vol. 70, Iss. S2, pp. 5-19
Open Access | Times Cited: 3
Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?
Sybren Spit, Sible Andringa, Judith Rispens, et al.
Language Learning (2021) Vol. 71, Iss. 2, pp. 573-611
Open Access | Times Cited: 3
Episodic memory contributions to second language lexical development persist at higher proficiencies
Yin Zhang, Maryna Ridchenko, Aimi Hayashi, et al.
Applied Cognitive Psychology (2021) Vol. 35, Iss. 5, pp. 1356-1361
Closed Access | Times Cited: 3
Implicit Learning and Language Acquisition
Patrick Rebuschat
Oxford University Press eBooks (2022), pp. 115-138
Closed Access | Times Cited: 2
Opening the Black Box: Interpretable Machine Learning Reveals the Relationship Between Lexical Diversity and Writing Quality
Minzi Li, Zhiqing Lin
(2023), pp. 204-207
Closed Access
RELATIONSHIP BETWEEN VOCABULARY ACQUISITION AND INDIVIDUAL DIFFERENCES AMONG MIDDLE SCHOOL STUDENTS
Frankie Subon, Norseha Unin
Issues in Language Studies (2023) Vol. 12, Iss. 2, pp. 192-210
Open Access
Investigating the Practical Implementation and Effectiveness of Task-Based Language Teaching: A Focus on Mizan Tepi University 3rd Year English Language and Literature Students
Tamirat Taye
(2023)
Closed Access
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