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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:

Effects of Prior Knowledge on Memory: Implications for Education
Yee Lee Shing, Garvin Brod
Mind Brain and Education (2016) Vol. 10, Iss. 3, pp. 153-161
Open Access | Times Cited: 87

Showing 1-25 of 87 citing articles:

The cognitive principles of learning underlying the 5E Model of Instruction
Héctor Ruiz Martín, Rodger W. Bybee
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 43
Toward an understanding of when prior knowledge helps or hinders learning
Garvin Brod
npj Science of Learning (2021) Vol. 6, Iss. 1
Open Access | Times Cited: 51
Domain-general and domain-specific influences on emerging numerical cognition: Contrasting uni-and bidirectional prediction models
Ilse Coolen, Rebecca Merkley, Daniel Ansari, et al.
Cognition (2021) Vol. 215, pp. 104816-104816
Open Access | Times Cited: 34
COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation
Siti Nurma Hanim Hadie, Vina Phei Sean Tan, Norsuhana Omar, et al.
Frontiers in Medicine (2021) Vol. 8
Open Access | Times Cited: 33
A Place for Neuroscience in Teacher Knowledge and Education
Janet M. Dubinsky, Gillian H. Roehrig, Sashank Varma
Mind Brain and Education (2022) Vol. 16, Iss. 4, pp. 267-276
Open Access | Times Cited: 23
The Landscape of Research on Prior Knowledge and Learning: a Bibliometric Analysis
André Bittermann, Danielle S. McNamara, Bianca A. Simonsmeier, et al.
Educational Psychology Review (2023) Vol. 35, Iss. 2
Open Access | Times Cited: 14
How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance
Johanna Fleckenstein, Thorben Jansen, Jennifer Meyer, et al.
Learning and Instruction (2024) Vol. 93, pp. 101977-101977
Open Access | Times Cited: 5
Misconceptions in Rate of Reaction and their Impact on Misconceptions in Chemical Equilibrium
Jusniar Jusniar, Effendy Effendy, Endang Budiasih, et al.
European Journal of Educational Research (2020) Vol. volume-9-2020, Iss. volume-9-issue-4-october-2020, pp. 1405-1423
Open Access | Times Cited: 34
Developmental differences in memory reactivation relate to encoding and inference in the human brain
Margaret L. Schlichting, Katharine F. Guarino, Hannah E. Roome, et al.
Nature Human Behaviour (2021) Vol. 6, Iss. 3, pp. 415-428
Open Access | Times Cited: 31
Are there Age‐Related Differences in the Effects of Prior Knowledge on Learning? Insights Gained from the Memory Congruency Effect
Garvin Brod, Yee Lee Shing
Mind Brain and Education (2022) Vol. 16, Iss. 2, pp. 89-98
Open Access | Times Cited: 19
Biological evolution and human cognition are analogous information processing systems
Juan C. Castro-Alonso, Alejandro A. Hidalgo, John Sweller
Frontiers in Psychology (2024) Vol. 14
Open Access | Times Cited: 4
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein
Contemporary Educational Psychology (2025), pp. 102363-102363
Open Access
Performance vs. development coaching? Considering practice in domains of practice: a research-informed framework
Ger Barry, Áine MacNamara, Jamie Taylor
Sports Coaching Review (2025), pp. 1-20
Open Access
The effects of emotional design on middle school students’ multimedia learning: the role of learners’ prior knowledge
Chenyu Shangguan, Shaoying Gong, Yawei Guo, et al.
Educational Psychology (2020) Vol. 40, Iss. 9, pp. 1076-1093
Closed Access | Times Cited: 32
Hubungan Pengetahuan dengan Perilaku Ibu Hamil dalam Menjalani Kehamilan Selama Masa Pandemi Covid-19
Mira Rizkia
Jurnal Keperawatan Malang (JKM) (2020) Vol. 5, Iss. 2, pp. 80-86
Open Access | Times Cited: 28
The Neuroscience of Active Learning and Direct Instruction
Janet M. Dubinsky, Arif Hamid
Neuroscience & Biobehavioral Reviews (2024) Vol. 163, pp. 105737-105737
Open Access | Times Cited: 3
The Internet Model of the Theory of Everything (iTOE): A New Approach to Developing the Theory of Everything (TOE) in Consciousness Science (iTOE, Version 0.1 — A CEN Technology)
M. A. TIJANI, KEHINDE Temitope Olubanjo, Tijani Quadri, et al.
(2024)
Open Access | Times Cited: 3
Flexible updating of dynamic knowledge structures
Franziska R. Richter, Paul M. Bays, Priyanga Jeyarathnarajah, et al.
Scientific Reports (2019) Vol. 9, Iss. 1
Open Access | Times Cited: 29
When Did You Learn It? How Background Knowledge Impacts Attention and Comprehension in Read‐Aloud Activities
Tanya Kaefer
Reading Research Quarterly (2020) Vol. 55, Iss. S1
Closed Access | Times Cited: 26
Computer-based feedback matters when relevant prior knowledge is not activated
Julie F. Shirah, Pooja G. Sidney
Learning and Instruction (2023) Vol. 87, pp. 101796-101796
Closed Access | Times Cited: 8
Teacher autonomy: Good for pupils? Good for teachers?
John Jerrim, Andrew Morgan, Sam Sims
British Educational Research Journal (2023) Vol. 49, Iss. 6, pp. 1187-1209
Open Access | Times Cited: 7
Effectiveness of Multimedia Approaches in Embryology Teaching: A Scoping Review
Siti Nurma Hanim Hadie, Razif Dasiman, Noorkardiffa Syawalina Omar, et al.
Malaysian Journal of Medicine and Health Sciences (2024) Vol. 20, Iss. 1, pp. 281-292
Open Access | Times Cited: 2
A moderated mediation model of the relationship between Indian elementary school teachers' autonomy and perceived ease of ICT use
Arnab Kundu, Tripti Bej
Future in Educational Research (2024) Vol. 2, Iss. 3, pp. 225-243
Open Access | Times Cited: 2
Relations between neural structures and children’s self-derivation of new knowledge through memory integration
Patricia J. Bauer, Jessica A. Dugan, Nicole L. Varga, et al.
Developmental Cognitive Neuroscience (2018) Vol. 36, pp. 100611-100611
Open Access | Times Cited: 21
Developing a Three-Tier Diagnostic Instrument on Chemical Equilibrium (TT-DICE)
Jusniar Jusniar, E. Effendy, Endang Budiasih, et al.
Educación Química (2020) Vol. 31, Iss. 3, pp. 84-84
Open Access | Times Cited: 18
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