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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:

Rethinking Executive Function and Its Development
Sabine Doebel
Perspectives on Psychological Science (2020) Vol. 15, Iss. 4, pp. 942-956
Closed Access | Times Cited: 348

Showing 1-25 of 348 citing articles:

Integrating Models of Self-Regulation
Michael Inzlicht, Kaitlyn M. Werner, Julia L. Briskin, et al.
Annual Review of Psychology (2020) Vol. 72, Iss. 1, pp. 319-345
Open Access | Times Cited: 363
An agency-based model of executive and metacognitive regulation
Michael Tomasello
Frontiers in Developmental Psychology (2024) Vol. 2
Open Access | Times Cited: 15
Agency and Cognitive Development
Michael Tomasello
Oxford University Press eBooks (2024)
Closed Access | Times Cited: 15
AI Chatbots and Cognitive Control: Enhancing Executive Functions Through Chatbot Interactions: A Systematic Review
Pantelis Pergantis, Victoria Bamicha, Charalampos Skianis, et al.
Brain Sciences (2025) Vol. 15, Iss. 1, pp. 47-47
Open Access | Times Cited: 3
Advancing the understanding of individual differences in attentional control: Theoretical, methodological, and analytical considerations
Claudia C. von Bastian, Chris Blais, Gene A. Brewer, et al.
(2020)
Closed Access | Times Cited: 94
Changing the conversation: A culturally responsive perspective on executive functions, minoritized children and their families
Dana Miller‐Cotto, Leann V. Smith, Aubrey H. Wang, et al.
Infant and Child Development (2021) Vol. 31, Iss. 1
Closed Access | Times Cited: 69
Cultures Crossing: The Power of Habit in Delaying Gratification
Kaichi Yanaoka, Laura Michaelson, Ryan M. Guild, et al.
Psychological Science (2022) Vol. 33, Iss. 7, pp. 1172-1181
Open Access | Times Cited: 41
Longitudinal relations between impaired executive function and symptoms of psychiatric disorders in childhood
Marte Halse, Silje Steinsbekk, Åsa Hammar, et al.
Journal of Child Psychology and Psychiatry (2022) Vol. 63, Iss. 12, pp. 1574-1582
Open Access | Times Cited: 40
Self-motivated and directed learning across the lifespan
Lucy M. Cronin-Golomb, Patricia J. Bauer
Acta Psychologica (2022) Vol. 232, pp. 103816-103816
Open Access | Times Cited: 40
Hidden talents in context: Cognitive performance with abstract versus ecological stimuli among adversity‐exposed youth
Ethan S. Young, Willem E. Frankenhuis, Danielle J. DelPriore, et al.
Child Development (2022) Vol. 93, Iss. 5, pp. 1493-1510
Open Access | Times Cited: 39
Studying Executive Function in Culturally Meaningful Ways
Suzanne Gaskins, Lucía Alcalá
Journal of Cognition and Development (2023) Vol. 24, Iss. 2, pp. 260-279
Closed Access | Times Cited: 25
Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science
Leher Singh, Sarah J. Rajendra
Developmental Science (2024) Vol. 27, Iss. 5
Open Access | Times Cited: 11
Reinforcement learning of adaptive control strategies
Leslie Held, Luc Vermeylen, David Dignath, et al.
Communications Psychology (2024) Vol. 2, Iss. 1
Open Access | Times Cited: 8
Mapping neurodevelopmental diversity in executive function
Silvana Mareva, Joni Holmes, Lead Investigators, et al.
Cortex (2024) Vol. 172, pp. 204-221
Open Access | Times Cited: 8
Cognitive, Emotional, and Daily Functioning Domains Involved in Decision-Making among Patients with Mild Cognitive Impairment: A Systematic Review
Federica Alfeo, Tiziana Lanciano, Chiara Abbatantuono, et al.
Brain Sciences (2024) Vol. 14, Iss. 3, pp. 278-278
Open Access | Times Cited: 8
Principles for Adapting Assessments of Executive Function across Cultural Contexts
Matthew Jukes, Ishita Ahmed, Sara Baker, et al.
Brain Sciences (2024) Vol. 14, Iss. 4, pp. 318-318
Open Access | Times Cited: 8
The effects of an unfamiliar experimenter on proactive and reactive control in children
Aurélien Frick, Clément Belletier, Wee Boon Tan, et al.
Scientific Reports (2025) Vol. 15, Iss. 1
Open Access | Times Cited: 1
The factor structure of executive function in childhood and adolescence
Felien Laureys, Silke De Waelle, M. T. Barendse, et al.
Intelligence (2021) Vol. 90, pp. 101600-101600
Closed Access | Times Cited: 52
A Dynamical Reconceptualization of Executive-Function Development
Sammy Perone, Vanessa R. Simmering, Aaron T. Buss
Perspectives on Psychological Science (2021) Vol. 16, Iss. 6, pp. 1198-1208
Open Access | Times Cited: 44
Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories
Yuko Munakata, Laura Michaelson
Annual Review of Developmental Psychology (2021) Vol. 3, Iss. 1, pp. 139-163
Closed Access | Times Cited: 43
The structure of executive functions in preschool children and chimpanzees
Christoph J. Völter, Eva Reindl, Elisa Felsche, et al.
Scientific Reports (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 35
The relation between executive functions and math intelligence in preschool children: A systematic review and meta-analysis.
Valentin Emslander, Ronny Scherer
Psychological Bulletin (2022) Vol. 148, Iss. 5-6, pp. 337-369
Closed Access | Times Cited: 35
The domain-specific approach of working memory training
Peng Peng, H. Lee Swanson
Developmental Review (2022) Vol. 65, pp. 101035-101035
Closed Access | Times Cited: 32
Large studies reveal how reference bias limits policy applications of self-report measures
Benjamín Lira Luttges, J. O’Brien, Pablo A. Peña, et al.
Scientific Reports (2022) Vol. 12, Iss. 1
Open Access | Times Cited: 31
Why Doesn’t Executive Function Training Improve Academic Achievement? Rethinking Individual Differences, Relevance, and Engagement from a Contextual Framework
Jesse C. Niebaum, Yuko Munakata
Journal of Cognition and Development (2022) Vol. 24, Iss. 2, pp. 241-259
Open Access | Times Cited: 31
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