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:
How Are Symbols and Nonsymbolic Numerical Magnitudes Related? Exploring Bidirectional Relationships in Early Numeracy
Celia Goffin, Daniel Ansari
Mind Brain and Education (2019) Vol. 13, Iss. 3, pp. 143-156
Closed Access | Times Cited: 48
Celia Goffin, Daniel Ansari
Mind Brain and Education (2019) Vol. 13, Iss. 3, pp. 143-156
Closed Access | Times Cited: 48
Showing 1-25 of 48 citing articles:
What the Science of Learning Teaches Us About Arithmetic Fluency
Nicole M. McNeil, Nancy C. Jordan, Alexandria A. Viegut, et al.
Psychological Science in the Public Interest (2025) Vol. 26, Iss. 1, pp. 10-57
Closed Access | Times Cited: 1
Nicole M. McNeil, Nancy C. Jordan, Alexandria A. Viegut, et al.
Psychological Science in the Public Interest (2025) Vol. 26, Iss. 1, pp. 10-57
Closed Access | Times Cited: 1
Predictors of mathematics in primary school: Magnitude comparison, verbal and spatial working memory measures
Sara Caviola, Lincoln Colling, Irene C. Mammarella, et al.
Developmental Science (2020) Vol. 23, Iss. 6
Open Access | Times Cited: 58
Sara Caviola, Lincoln Colling, Irene C. Mammarella, et al.
Developmental Science (2020) Vol. 23, Iss. 6
Open Access | Times Cited: 58
The role of the intraparietal sulcus in numeracy: a review of parietal lesion cases
Erin Duricy, Corrine Durisko, Julie A. Fiez
Behavioural Brain Research (2025) Vol. 482, pp. 115453-115453
Open Access
Erin Duricy, Corrine Durisko, Julie A. Fiez
Behavioural Brain Research (2025) Vol. 482, pp. 115453-115453
Open Access
The development and predictors of school-age children’s nonsymbolic number comparison abilities: Modulated by congruency between numerosity and visual cues
Yue Qi, Xiao Yu, Di Li, et al.
Cognitive Development (2025) Vol. 74, pp. 101559-101559
Closed Access
Yue Qi, Xiao Yu, Di Li, et al.
Cognitive Development (2025) Vol. 74, pp. 101559-101559
Closed Access
Number sense‐arithmetic link in Grade 1 and Grade 2: A case of fluency
Mei Ma, Maxim Likhanov, Xinlin Zhou
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 897-918
Closed Access | Times Cited: 2
Mei Ma, Maxim Likhanov, Xinlin Zhou
British Journal of Educational Psychology (2024) Vol. 94, Iss. 3, pp. 897-918
Closed Access | Times Cited: 2
Predictors of Children’s Early Numeracy: Environmental Variables, Intergenerational Pathways, and Children’s Cognitive, Linguistic, and Non-symbolic Number Skills
Luca Bernabini, Valentina Tobia, Annalisa Guarini, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 17
Luca Bernabini, Valentina Tobia, Annalisa Guarini, et al.
Frontiers in Psychology (2020) Vol. 11
Open Access | Times Cited: 17
Antecedents and consequences of young children's interest in mathematics
Xiangzi Ouyang, Xiao Zhang, Qiusi Zhang, et al.
Early Childhood Research Quarterly (2021) Vol. 57, pp. 51-60
Closed Access | Times Cited: 16
Xiangzi Ouyang, Xiao Zhang, Qiusi Zhang, et al.
Early Childhood Research Quarterly (2021) Vol. 57, pp. 51-60
Closed Access | Times Cited: 16
Longitudinal relations between the approximate number system and symbolic number skills in preschool children
Xiangzi Ouyang, Yawei Yang, Xiao Zhang, et al.
Journal of Experimental Child Psychology (2021) Vol. 212, pp. 105254-105254
Closed Access | Times Cited: 14
Xiangzi Ouyang, Yawei Yang, Xiao Zhang, et al.
Journal of Experimental Child Psychology (2021) Vol. 212, pp. 105254-105254
Closed Access | Times Cited: 14
Directionality in the interrelations between approximate number, verbal number, and mathematics in preschool‐aged children
Yi Mou, Bo Zhang, Daniel C. Hyde
Child Development (2022) Vol. 94, Iss. 2
Open Access | Times Cited: 9
Yi Mou, Bo Zhang, Daniel C. Hyde
Child Development (2022) Vol. 94, Iss. 2
Open Access | Times Cited: 9
The Relationship Between Non-symbolic and Symbolic Numerosity Representations in Elementary School: The Role of Intelligence
Tatiana Tikhomirova, Yulia Kuzmina, Irina Lysenkova, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 14
Tatiana Tikhomirova, Yulia Kuzmina, Irina Lysenkova, et al.
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 14
Domain-general cognitive functions fully explained growth in nonsymbolic magnitude representation but not in symbolic representation in elementary school children
Yulia Kuzmina, Tatiana Tikhomirova, Irina Lysenkova, et al.
PLoS ONE (2020) Vol. 15, Iss. 2, pp. e0228960-e0228960
Open Access | Times Cited: 13
Yulia Kuzmina, Tatiana Tikhomirova, Irina Lysenkova, et al.
PLoS ONE (2020) Vol. 15, Iss. 2, pp. e0228960-e0228960
Open Access | Times Cited: 13
Symbolic versus non-symbolic training for improving early numeracy in preschoolers at risk of developing difficulties in mathematics
Valentina Tobia, Paola Bonifacci, Gian Marco Marzocchi
Research in Developmental Disabilities (2021) Vol. 111, pp. 103893-103893
Closed Access | Times Cited: 12
Valentina Tobia, Paola Bonifacci, Gian Marco Marzocchi
Research in Developmental Disabilities (2021) Vol. 111, pp. 103893-103893
Closed Access | Times Cited: 12
Developmental changes in numerosity and area perception in school-age children
Linlin Yan, Ping Qian, Ruoyuan Yan
Acta Psychologica (2024) Vol. 249, pp. 104466-104466
Open Access | Times Cited: 1
Linlin Yan, Ping Qian, Ruoyuan Yan
Acta Psychologica (2024) Vol. 249, pp. 104466-104466
Open Access | Times Cited: 1
Sharpening, focusing, and developing: A study of change in nonsymbolic number comparison skills and math achievement in 1st grade
Eric D. Wilkey, Lina Shanley, Fred W. Sabb, et al.
Developmental Science (2021) Vol. 25, Iss. 3
Closed Access | Times Cited: 10
Eric D. Wilkey, Lina Shanley, Fred W. Sabb, et al.
Developmental Science (2021) Vol. 25, Iss. 3
Closed Access | Times Cited: 10
Longitudinal study of symbolic and non-symbolic magnitude processing and its relationship with mathematical achievement
Estíbaliz Aragón Mendizábal, María del Carmen Canto López, Manuel Aguilar Villagrán, et al.
Revista de Psicodidáctica (English ed ) (2022) Vol. 28, Iss. 1, pp. 44-50
Open Access | Times Cited: 7
Estíbaliz Aragón Mendizábal, María del Carmen Canto López, Manuel Aguilar Villagrán, et al.
Revista de Psicodidáctica (English ed ) (2022) Vol. 28, Iss. 1, pp. 44-50
Open Access | Times Cited: 7
Numbers, space, and spatial attention: Operational momentum in non-symbolic and symbolic mental arithmetic, and number-line estimation in preschool children
Maciej Haman, Katarzyna Lipowska
Learning and Individual Differences (2024) Vol. 113, pp. 102472-102472
Open Access | Times Cited: 1
Maciej Haman, Katarzyna Lipowska
Learning and Individual Differences (2024) Vol. 113, pp. 102472-102472
Open Access | Times Cited: 1
A longitudinal study of math skills in heritage bilingual children: profiles of strengths and weaknesses
Paola Bonifacci, Baraldi Serena, Francesca Codeluppi, et al.
Psychological Research (2024) Vol. 89, Iss. 1
Closed Access | Times Cited: 1
Paola Bonifacci, Baraldi Serena, Francesca Codeluppi, et al.
Psychological Research (2024) Vol. 89, Iss. 1
Closed Access | Times Cited: 1
Moving attention along the mental number line in preschool age: Study of the operational momentum in 3‐ to 5‐year‐old children's non‐symbolic arithmetic
Maciej Haman, Katarzyna Lipowska
Developmental Science (2020) Vol. 24, Iss. 1
Closed Access | Times Cited: 10
Maciej Haman, Katarzyna Lipowska
Developmental Science (2020) Vol. 24, Iss. 1
Closed Access | Times Cited: 10
Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-Tracking
Annalisa Guarini, Valentina Tobia, Paola Bonifacci, et al.
Journal of Learning Disabilities (2020) Vol. 54, Iss. 2, pp. 83-96
Closed Access | Times Cited: 9
Annalisa Guarini, Valentina Tobia, Paola Bonifacci, et al.
Journal of Learning Disabilities (2020) Vol. 54, Iss. 2, pp. 83-96
Closed Access | Times Cited: 9
Identifying Children with Persistent Developmental Dyscalculia from a 2‐min Test of Symbolic and Nonsymbolic Numerical Magnitude Processing
Stephanie Bugden, L. Peters, Nadia Nosworthy, et al.
Mind Brain and Education (2020) Vol. 15, Iss. 1, pp. 88-102
Closed Access | Times Cited: 9
Stephanie Bugden, L. Peters, Nadia Nosworthy, et al.
Mind Brain and Education (2020) Vol. 15, Iss. 1, pp. 88-102
Closed Access | Times Cited: 9
The Neural Representation of Ordinal Information: Domain-Specific or Domain-General?
Lucie Attout, Nathan Leroy, Steve Majerus
Cerebral Cortex (2021) Vol. 32, Iss. 6, pp. 1170-1183
Open Access | Times Cited: 8
Lucie Attout, Nathan Leroy, Steve Majerus
Cerebral Cortex (2021) Vol. 32, Iss. 6, pp. 1170-1183
Open Access | Times Cited: 8
Transcoding counts: Longitudinal contribution of number writing to arithmetic in different languages
Chiara Banfi, Francina J. Clayton, Anna Steiner, et al.
Journal of Experimental Child Psychology (2022) Vol. 223, pp. 105482-105482
Open Access | Times Cited: 6
Chiara Banfi, Francina J. Clayton, Anna Steiner, et al.
Journal of Experimental Child Psychology (2022) Vol. 223, pp. 105482-105482
Open Access | Times Cited: 6
The relationship between numerical mapping abilities, maths achievement and socioeconomic status in 4‐ and 5‐year‐old children
Dawn S. Short, Janet F. McLean
British Journal of Educational Psychology (2023) Vol. 93, Iss. 3, pp. 641-657
Open Access | Times Cited: 3
Dawn S. Short, Janet F. McLean
British Journal of Educational Psychology (2023) Vol. 93, Iss. 3, pp. 641-657
Open Access | Times Cited: 3
Intergenerational Features of Math Skills: Symbolic and Non-Symbolic Magnitude Comparison and Written Calculation in Mothers and Children
Luca Bernabini, Valentina Tobia, Paola Bonifacci
Journal of Cognition and Development (2020) Vol. 22, Iss. 1, pp. 149-167
Closed Access | Times Cited: 8
Luca Bernabini, Valentina Tobia, Paola Bonifacci
Journal of Cognition and Development (2020) Vol. 22, Iss. 1, pp. 149-167
Closed Access | Times Cited: 8
Developmental trajectories of symbolic magnitude and order processing and their relation with arithmetic development
Sabrina Finke, Stephan Vogel, H. Harald Freudenthaler, et al.
Cognitive Development (2022) Vol. 64, pp. 101266-101266
Open Access | Times Cited: 5
Sabrina Finke, Stephan Vogel, H. Harald Freudenthaler, et al.
Cognitive Development (2022) Vol. 64, pp. 101266-101266
Open Access | Times Cited: 5
