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:
Affiliative Subgroups in Preschool Classrooms: Integrating Constructs and Methods from Social Ethology and Sociometric Traditions
António J. Santos, João R. Daniel, Carla Fernandes, et al.
PLoS ONE (2015) Vol. 10, Iss. 7, pp. e0130932-e0130932
Open Access | Times Cited: 57
António J. Santos, João R. Daniel, Carla Fernandes, et al.
PLoS ONE (2015) Vol. 10, Iss. 7, pp. e0130932-e0130932
Open Access | Times Cited: 57
Showing 1-25 of 57 citing articles:
Social network analysis for social neuroscientists
Elisa C Baek, Mason A. Porter, Carolyn Parkinson
Social Cognitive and Affective Neuroscience (2020) Vol. 16, Iss. 8, pp. 883-901
Open Access | Times Cited: 49
Elisa C Baek, Mason A. Porter, Carolyn Parkinson
Social Cognitive and Affective Neuroscience (2020) Vol. 16, Iss. 8, pp. 883-901
Open Access | Times Cited: 49
Quality of play, social acceptance and reciprocal friendship in preschool children
Leandra Coelho, Nuno Torres, Carla Fernandes, et al.
European Early Childhood Education Research Journal (2017) Vol. 25, Iss. 6, pp. 812-823
Closed Access | Times Cited: 44
Leandra Coelho, Nuno Torres, Carla Fernandes, et al.
European Early Childhood Education Research Journal (2017) Vol. 25, Iss. 6, pp. 812-823
Closed Access | Times Cited: 44
Continuous measurement of dynamic classroom social interactions
Daniel S. Messinger, Emily B. Prince, Minzhang Zheng, et al.
International Journal of Behavioral Development (2019) Vol. 43, Iss. 3, pp. 263-270
Closed Access | Times Cited: 37
Daniel S. Messinger, Emily B. Prince, Minzhang Zheng, et al.
International Journal of Behavioral Development (2019) Vol. 43, Iss. 3, pp. 263-270
Closed Access | Times Cited: 37
Co-evolution of Friendships and Antipathies: A Longitudinal Study of Preschool Peer Groups
João R. Daniel, António J. Santos, Marta Antunes, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 27
João R. Daniel, António J. Santos, Marta Antunes, et al.
Frontiers in Psychology (2016) Vol. 7
Open Access | Times Cited: 27
The Cambridge Handbook of Infant Development
Jeffrey J. Lockman, Jeffrey J. Lockman, Yasunori Yamada, et al.
Cambridge University Press eBooks (2020)
Closed Access | Times Cited: 26
Jeffrey J. Lockman, Jeffrey J. Lockman, Yasunori Yamada, et al.
Cambridge University Press eBooks (2020)
Closed Access | Times Cited: 26
“They would make you feel stupid” - Ability grouping, Children’s friendships and psychosocial Wellbeing in Irish primary school
Deirdre McGillicuddy
Learning and Instruction (2021) Vol. 75, pp. 101492-101492
Open Access | Times Cited: 22
Deirdre McGillicuddy
Learning and Instruction (2021) Vol. 75, pp. 101492-101492
Open Access | Times Cited: 22
Investigating children's interactions in preschool classrooms: An overview of research using automated sensing technologies
Batya Elbaum, Lynn K. Perry, Daniel S. Messinger
Early Childhood Research Quarterly (2023) Vol. 66, pp. 147-156
Closed Access | Times Cited: 8
Batya Elbaum, Lynn K. Perry, Daniel S. Messinger
Early Childhood Research Quarterly (2023) Vol. 66, pp. 147-156
Closed Access | Times Cited: 8
Social engagement and adaptive functioning during early childhood: Identifying and distinguishing among subgroups differing with regard to social engagement.
Brian E. Vaughn, António J. Santos, Lígia Monteiro, et al.
Developmental Psychology (2016) Vol. 52, Iss. 9, pp. 1422-1434
Open Access | Times Cited: 23
Brian E. Vaughn, António J. Santos, Lígia Monteiro, et al.
Developmental Psychology (2016) Vol. 52, Iss. 9, pp. 1422-1434
Open Access | Times Cited: 23
Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings
Milene Ferreira, Cecília Aguiar, Nadine Correia, et al.
Journal of Early Intervention (2016) Vol. 39, Iss. 1, pp. 33-50
Open Access | Times Cited: 21
Milene Ferreira, Cecília Aguiar, Nadine Correia, et al.
Journal of Early Intervention (2016) Vol. 39, Iss. 1, pp. 33-50
Open Access | Times Cited: 21
Reciprocal patterns of peer speech in preschoolers with and without hearing loss
Lynn K. Perry, Samantha G. Mitsven, Stephanie Custode, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 201-213
Open Access | Times Cited: 12
Lynn K. Perry, Samantha G. Mitsven, Stephanie Custode, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 201-213
Open Access | Times Cited: 12
An automated, data‐driven approach to children's social dynamics in space and time
Lisa Horn, Màrton Karsai, Gabriela Marková
Child Development Perspectives (2023) Vol. 18, Iss. 1, pp. 36-43
Open Access | Times Cited: 5
Lisa Horn, Màrton Karsai, Gabriela Marková
Child Development Perspectives (2023) Vol. 18, Iss. 1, pp. 36-43
Open Access | Times Cited: 5
Subjective well-being and personal relationships in childhood: Comparison of Brazilian and Spanish children
Jorge Castellá Sarriera, Ferrán Casas, Bibiana Ramos dos Santos, et al.
Interpersona An International Journal on Personal Relationships (2018) Vol. 12, Iss. 1, pp. 91-106
Open Access | Times Cited: 14
Jorge Castellá Sarriera, Ferrán Casas, Bibiana Ramos dos Santos, et al.
Interpersona An International Journal on Personal Relationships (2018) Vol. 12, Iss. 1, pp. 91-106
Open Access | Times Cited: 14
Affiliative structures and social competence in Portuguese preschool children.
João R. Daniel, António J. Santos, Inês Peceguina, et al.
Developmental Psychology (2015) Vol. 51, Iss. 7, pp. 905-912
Open Access | Times Cited: 13
João R. Daniel, António J. Santos, Inês Peceguina, et al.
Developmental Psychology (2015) Vol. 51, Iss. 7, pp. 905-912
Open Access | Times Cited: 13
Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children
António J. Santos, João R. Daniel, Marta Antunes, et al.
Social Development (2019) Vol. 29, Iss. 2, pp. 544-563
Closed Access | Times Cited: 11
António J. Santos, João R. Daniel, Marta Antunes, et al.
Social Development (2019) Vol. 29, Iss. 2, pp. 544-563
Closed Access | Times Cited: 11
Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables
Inês Peceguina, João R. Daniel, Nadine Correia, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 150-160
Open Access | Times Cited: 7
Inês Peceguina, João R. Daniel, Nadine Correia, et al.
Early Childhood Research Quarterly (2022) Vol. 60, pp. 150-160
Open Access | Times Cited: 7
Infant Emotion Development and Temperament
Evin Aktar, Koraly Pérez‐Edgar
Cambridge University Press eBooks (2020), pp. 715-741
Closed Access | Times Cited: 10
Evin Aktar, Koraly Pérez‐Edgar
Cambridge University Press eBooks (2020), pp. 715-741
Closed Access | Times Cited: 10
Brain Development in Infants
John E. Richards, Stefania Conte
Cambridge University Press eBooks (2020), pp. 94-127
Closed Access | Times Cited: 9
John E. Richards, Stefania Conte
Cambridge University Press eBooks (2020), pp. 94-127
Closed Access | Times Cited: 9
Network dynamics of affiliative ties in preschool peer groups
João R. Daniel, António J. Santos, Carla Fernandes, et al.
Social Networks (2019) Vol. 57, pp. 63-69
Closed Access | Times Cited: 8
João R. Daniel, António J. Santos, Carla Fernandes, et al.
Social Networks (2019) Vol. 57, pp. 63-69
Closed Access | Times Cited: 8
The Development of Multisensory Attention Skills
Lorraine E. Bahrick, Robert Lickliter, James T. Todd
Cambridge University Press eBooks (2020), pp. 303-338
Closed Access | Times Cited: 8
Lorraine E. Bahrick, Robert Lickliter, James T. Todd
Cambridge University Press eBooks (2020), pp. 303-338
Closed Access | Times Cited: 8
Action in Development
Jaya Rachwani, Justine E. Hoch, Karen E. Adolph
Cambridge University Press eBooks (2020), pp. 469-494
Closed Access | Times Cited: 6
Jaya Rachwani, Justine E. Hoch, Karen E. Adolph
Cambridge University Press eBooks (2020), pp. 469-494
Closed Access | Times Cited: 6
Cross-Cultural Perspectives on Parent–Infant Interactions
Marc H. Bornstein, Gianluca Esposito
Cambridge University Press eBooks (2020), pp. 805-832
Closed Access | Times Cited: 5
Marc H. Bornstein, Gianluca Esposito
Cambridge University Press eBooks (2020), pp. 805-832
Closed Access | Times Cited: 5
Infant Attachment (to Mother and Father) and Its Place in Human Development
Or Dagan, Abraham Sagi‐Schwartz
Cambridge University Press eBooks (2020), pp. 687-714
Closed Access | Times Cited: 5
Or Dagan, Abraham Sagi‐Schwartz
Cambridge University Press eBooks (2020), pp. 687-714
Closed Access | Times Cited: 5
Infant Vocal Learning and Speech Production
Anne S. Warlaumont
Cambridge University Press eBooks (2020), pp. 602-631
Closed Access | Times Cited: 5
Anne S. Warlaumont
Cambridge University Press eBooks (2020), pp. 602-631
Closed Access | Times Cited: 5
Infant Object Manipulation and Play
Catherine S. Tamis‐LeMonda, Jeffrey J. Lockman
Cambridge University Press eBooks (2020), pp. 520-548
Closed Access | Times Cited: 5
Catherine S. Tamis‐LeMonda, Jeffrey J. Lockman
Cambridge University Press eBooks (2020), pp. 520-548
Closed Access | Times Cited: 5
Infant Emotional Development
Samantha G. Mitsven, Daniel S. Messinger, Jacquelyn Moffitt, et al.
Cambridge University Press eBooks (2020), pp. 742-776
Closed Access | Times Cited: 4
Samantha G. Mitsven, Daniel S. Messinger, Jacquelyn Moffitt, et al.
Cambridge University Press eBooks (2020), pp. 742-776
Closed Access | Times Cited: 4
