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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:

Young Children’s Sensitivity to Their Own Ignorance in Informing Others
Sunae Kim, Markus Paulus, Beate Sodian, et al.
PLoS ONE (2016) Vol. 11, Iss. 3, pp. e0152595-e0152595
Open Access | Times Cited: 47

Showing 1-25 of 47 citing articles:

Executive function and metacognition: Towards a unifying framework of cognitive self-regulation
Claudia M. Roebers
Developmental Review (2017) Vol. 45, pp. 31-51
Closed Access | Times Cited: 376
The Acquisition of Modal Concepts
Brian Leahy, Susan Carey
Trends in Cognitive Sciences (2019) Vol. 24, Iss. 1, pp. 65-78
Closed Access | Times Cited: 130
Shared intentionality, reason-giving and the evolution of human culture
Cathal O’Madagain, Michael Tomasello
Philosophical Transactions of the Royal Society B Biological Sciences (2021) Vol. 377, Iss. 1843
Open Access | Times Cited: 60
Curiosity as a metacognitive feeling
Louise Goupil, Joëlle Proust
Cognition (2022) Vol. 231, pp. 105325-105325
Open Access | Times Cited: 43
“I don't know but I know who to ask”: 12‐month‐olds actively seek information from knowledgeable adults
Marina Bazhydai, Gert Westermann, Eugenio Parise
Developmental Science (2020) Vol. 23, Iss. 5
Open Access | Times Cited: 66
Preschoolers’ generosity increases with understanding of the affective benefits of sharing
Markus Paulus, Chris Moore
Developmental Science (2016) Vol. 20, Iss. 3
Closed Access | Times Cited: 62
Metacognitive scaffolding boosts cognitive and neural benefits following executive attention training in children
Joan P. Pozuelos, Lina M. Cómbita, Alicia Abundis‐Gutiérrez, et al.
Developmental Science (2018) Vol. 22, Iss. 2
Open Access | Times Cited: 59
Great apes and human children rationally monitor their decisions
Cathal O’Madagain, Katharina A. Helming, Marco F. H. Schmidt, et al.
Proceedings of the Royal Society B Biological Sciences (2022) Vol. 289, Iss. 1971
Open Access | Times Cited: 32
Influence of early metacognition on children’s later regulation behaviours: the case of the memorability heuristic
Marion Gardier, Marie Geurten
European Journal of Developmental Psychology (2025), pp. 1-17
Closed Access
Behaviors speak louder than explicit reports: Implicit metacognition in 2.5‐year‐old children
Marie Geurten, Christine Bastin
Developmental Science (2018) Vol. 22, Iss. 2
Closed Access | Times Cited: 36
From comparative studies to interdisciplinary research on metacognition
Joëlle Proust
Animal Behavior and Cognition (2019) Vol. 6, Iss. 4, pp. 309-328
Open Access | Times Cited: 30
Do chimpanzees reason logically?
Jan M. Engelmann, Lou M. Haux, Christoph J. Völter, et al.
Child Development (2022) Vol. 94, Iss. 5, pp. 1102-1116
Open Access | Times Cited: 16
A lifespan study of the confidence–accuracy relation in working memory and episodic long-term memory.
Nathaniel R. Greene, Alicia Forsberg, Dominic Guitard, et al.
Journal of Experimental Psychology General (2024) Vol. 153, Iss. 5, pp. 1336-1360
Open Access | Times Cited: 3
Gestural and Prosodic Development Act as Sister Systems and Jointly Pave the Way for Children’s Sociopragmatic Development
Iris Hübscher, Pilar Prieto
Frontiers in Psychology (2019) Vol. 10
Open Access | Times Cited: 26
Direct and indirect admission of ignorance by children
Daniela Kloo, Michael Rohwer, Josef Perner
Journal of Experimental Child Psychology (2017) Vol. 159, pp. 279-295
Closed Access | Times Cited: 28
Metacognitive Development and Conceptual Change in Children
Joulia Smortchkova, Nicholas Shea
Review of Philosophy and Psychology (2020) Vol. 11, Iss. 4, pp. 745-763
Open Access | Times Cited: 22
A Summary of the Developmental Trajectory of Executive Functions from Birth to Adulthood
Celina Korzeniowski, Mirta Susana Ison, Hilda Difabio de Anglat
Springer eBooks (2021), pp. 459-473
Closed Access | Times Cited: 20
Do I know what they know? Linking metacognition, theory of mind, and selective social learning
Elizabeth Dutemple, Hanifa Hakimi, Diane Poulin‐Dubois
Journal of Experimental Child Psychology (2022) Vol. 227, pp. 105572-105572
Open Access | Times Cited: 13
Knowing minds: Linking early perspective taking and later metacognitive insight
Daniela Kloo, Beate Sodian, Susanne Kristen, et al.
British Journal of Developmental Psychology (2020) Vol. 39, Iss. 1, pp. 39-53
Open Access | Times Cited: 16
Metacognition and mindreading in young children: A cross-cultural study
Sunae Kim, Beate Sodian, Markus Paulus, et al.
Consciousness and Cognition (2020) Vol. 85, pp. 103017-103017
Open Access | Times Cited: 15
Child witness expressions of certainty are informative.
Alice Winsor, Heather D. Flowe, Travis M. Seale‐Carlisle, et al.
Journal of Experimental Psychology General (2021) Vol. 150, Iss. 11, pp. 2387-2407
Open Access | Times Cited: 14
I know that I know nothing: Cortical thickness and functional connectivity underlying meta-ignorance ability in pre-schoolers
Elisa Filevich, Caroline Garcia Forlim, Carmen Fehrman, et al.
Developmental Cognitive Neuroscience (2019) Vol. 41, pp. 100738-100738
Open Access | Times Cited: 14
Correlates of metacognitive control in 10-year old children and adults
Nike Tsalas, Beate Sodian, Markus Paulus
Metacognition and Learning (2017) Vol. 12, Iss. 3, pp. 297-314
Closed Access | Times Cited: 13
What I know and what you know: The role of metacognitive strategies in preschoolers’ selective social learning
Tiffany Resendes, Brandon Benchimol-Elkaim, Catherine Delisle, et al.
Cognitive Development (2021) Vol. 60, pp. 101117-101117
Closed Access | Times Cited: 11
Is self‐awareness necessary to have a theory of mind?
Tony Calmette, Hélène Meunier
Biological reviews/Biological reviews of the Cambridge Philosophical Society (2024) Vol. 99, Iss. 5, pp. 1736-1771
Closed Access | Times Cited: 1
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