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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:

Electrophysiological Evidence for the Involvement of the Approximate Number System in Preschoolers' Processing of Spoken Number Words
Michal Pinhas, Sarah E. Donohue, Marty G. Woldorff, et al.
Journal of Cognitive Neuroscience (2014) Vol. 26, Iss. 9, pp. 1891-1904
Open Access | Times Cited: 20

Showing 20 citing articles:

The Infancy of the Human Brain
Ghislaine Dehaene‐Lambertz, Elizabeth S. Spelke
Neuron (2015) Vol. 88, Iss. 1, pp. 93-109
Open Access | Times Cited: 236
Core Knowledge, Language, and Number
Elizabeth S. Spelke
Language Learning and Development (2017) Vol. 13, Iss. 2, pp. 147-170
Closed Access | Times Cited: 94
Does the Approximate Number System Serve as a Foundation for Symbolic Mathematics?
Emily Szkudlarek, Elizabeth M. Brannon
Language Learning and Development (2017) Vol. 13, Iss. 2, pp. 171-190
Open Access | Times Cited: 73
Methods Used to Assess Early Mathematical Skills in 2‐Year‐Olds: A Review of the Literature
Hanna Weiers, Sohnia Ghattaura, Gaia Scerif, et al.
Infant and Child Development (2025) Vol. 34, Iss. 1
Open Access
Preschoolers and multi-digit numbers: A path to mathematics through the symbols themselves
Lei Yuan, Richard Prather, Kelly S. Mix, et al.
Cognition (2019) Vol. 189, pp. 89-104
Open Access | Times Cited: 33
Neural indicators of numerical abilities in the infant human brain: A systematic review
E. Visibelli, Annamaria Porru, Daniela Lucangeli, et al.
Developmental Review (2024) Vol. 74, pp. 101150-101150
Open Access | Times Cited: 2
Infants recognize counting as numerically relevant
Jinjing Wang, Lisa Feigenson
Developmental Science (2019) Vol. 22, Iss. 6
Closed Access | Times Cited: 22
The relationship between non‐verbal systems of number and counting development: a neural signatures approach
Daniel C. Hyde, Charline E. Simon, Ilaria Berteletti, et al.
Developmental Science (2016) Vol. 20, Iss. 6
Open Access | Times Cited: 19
How high can you count? Probing the limits of children’s counting.
Tasha Posid, Sara Cordes
Developmental Psychology (2018) Vol. 54, Iss. 5, pp. 875-889
Open Access | Times Cited: 16
Novel Inversions in Auditory Sequences Provide Evidence for Spontaneous Subtraction of Time and Number
David Aagten‐Murphy, John R. Iversen, Christina L. Williams, et al.
Timing & Time Perception (2014) Vol. 2, Iss. 2, pp. 188-209
Closed Access | Times Cited: 14
Absolute pitch: neurophysiological evidence for early brain activity in prefrontal cortex
Vivek Sharma, Michael H. Thaut, Frank Russo, et al.
Cerebral Cortex (2023) Vol. 33, Iss. 10, pp. 6465-6473
Closed Access | Times Cited: 4
The neural basis of number word processing in children and adults
Stephanie Bugden, A.T. Park, Amber Mackey, et al.
Developmental Cognitive Neuroscience (2021) Vol. 51, pp. 101011-101011
Open Access | Times Cited: 7
Recognition of small numbers in subset knowers Cardinal knowledge in early childhood
Anton Gerbrand, Gustaf Gredebäck, Marcus Lindskog
Royal Society Open Science (2023) Vol. 10, Iss. 10
Open Access | Times Cited: 2
Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits
Nuria Ferres-Forga, Justin Halberda, Ariadna Batalla-Ferres, et al.
Journal of Numerical Cognition (2022) Vol. 8, Iss. 1, pp. 123-147
Open Access | Times Cited: 4
The relationship between non-verbal systems of number and counting development: a neural signatures approach
Daniel C. Hyde, Ilaria Berteletti, Yi Mou
(2017)
Open Access | Times Cited: 4
Neural evidence of core foundations and conceptual change in preschool numeracy
Chi‐Chuan Chen, Ilaria Berteletti, Daniel C. Hyde
Developmental Science (2024)
Open Access
Early neural markers for individual difference in mathematical achievement determined from rational number processing
Ping‐Ting Lin, Xinlin Zhou, Shiyi Zang, et al.
Neuropsychologia (2023) Vol. 181, pp. 108493-108493
Closed Access | Times Cited: 1
Neural evidence of core foundations and conceptual change in preschool numeracy
Chi‐Chuan Chen, Ilaria Berteletti, Daniel C. Hyde
(2023)
Open Access | Times Cited: 1
Cross-Format Integration of Auditory Number Words and Visual-Arabic Digits: An ERP Study
Sabrina Finke, Ferenc Kemény, Francina J. Clayton, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 3
Thirty years of knower-levels: A systematic review of the Give-N task
Theresa Elise Wege, Taeko Bourque, Rebecca Merkley, et al.
(2022)
Open Access | Times Cited: 1
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