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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:

Automatized analysis of children’s exposure to child-directed speech in reschool settings: Validation and application
Hugo Gonzalez Villasanti, Laura M. Justice, Leydi Johana Chaparro-Moreno, et al.
PLoS ONE (2020) Vol. 15, Iss. 11, pp. e0242511-e0242511
Open Access | Times Cited: 20

Showing 20 citing articles:

Classroom Sensing Tools: Revolutionizing Classroom-Based Research in the 21st Century
Tiffany J. Foster, Laura M. Justice, Hugo Gonzalez Villasanti, et al.
Topics in Early Childhood Special Education (2024) Vol. 44, Iss. 3, pp. 229-242
Closed Access | Times Cited: 5
Quantity and Complexity of Speech-Language Pathologists' Talk During School-Based Therapy
Jing Sun, Laura M. Justice, Rong-An Jhuo, et al.
American Journal of Speech-Language Pathology (2025), pp. 1-15
Closed Access
Advances in Measuring the Intersection of Talk and Contextual Features on the Early Childhood Playground
Dwight Irvin, Beth Rous, Ying Luo, et al.
Topics in Early Childhood Special Education (2025)
Closed Access
Measurement of Lexical Diversity in Children’s Spoken Language: Computational and Conceptual Considerations
Ji Seung Yang, Carly Rosvold, Nan Bernstein Ratner
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 18
Accuracy of Automatic Processing of Speech-Language Pathologist and Child Talk During School-Based Therapy Sessions
Leydi Johana Chaparro-Moreno, Hugo Gonzalez Villasanti, Laura M. Justice, et al.
Journal of Speech Language and Hearing Research (2024), pp. 1-16
Closed Access | Times Cited: 3
Literature review of the reciprocal value of artificial and human intelligence in early childhood education
Lucrezia Crescenzi Lanna
Journal of Research on Technology in Education (2022) Vol. 55, Iss. 1, pp. 21-33
Closed Access | Times Cited: 14
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
An Evaluation of Expedited Transcription Methods for School-Age Children's Narrative Language: Automatic Speech Recognition and Real-Time Transcription
Carly Fox, Megan Israelsen-Augenstein, Sharad Jones, et al.
Journal of Speech Language and Hearing Research (2021) Vol. 64, Iss. 9, pp. 3533-3548
Open Access | Times Cited: 16
Capturing the quantity and location of adult wh-words in the preschool classroom using a sensing tool system
Yagmur Seven, Dwight Irvin, Prasanna V. Kothalkar, et al.
Early Childhood Research Quarterly (2023) Vol. 66, pp. 168-177
Closed Access | Times Cited: 6
Objective quantification of homophily in children with and without disabilities in naturalistic contexts
Chitra Banarjee, Yudong Tao, Regina M. Fasano, et al.
Scientific Reports (2023) Vol. 13, Iss. 1
Open Access | Times Cited: 5
Should We Stop Using Lexical Diversity Measures in Children's Language Sample Analysis?
Nan Bernstein Ratner, Youngjin Han, Ji Seung Yang
American Journal of Speech-Language Pathology (2024) Vol. 33, Iss. 4, pp. 1986-2001
Closed Access | Times Cited: 1
Evaluating the accuracy of automated processing of child and adult language production in preschool classrooms
G. Logan Pelfrey, Laura M. Justice, Hugo Gonzalez Villasanti, et al.
Frontiers in Psychology (2024) Vol. 15
Open Access | Times Cited: 1
Peer-Mediated Intervention for Socially Isolated Preschoolers: An Early-Stage Feasibility Study
Tiffany J. Foster, Nan Xiao, G. Logan Pelfrey, et al.
Language Speech and Hearing Services in Schools (2023) Vol. 55, Iss. 1, pp. 166-180
Open Access | Times Cited: 2
Dimensionality of Speech-Language Pathologists' Child-Directed Talk During School-Based Therapy With Primary-Grade Students
Jing Sun, Laura M. Justice, Ye Shen, et al.
American Journal of Speech-Language Pathology (2023) Vol. 33, Iss. 2, pp. 866-882
Closed Access | Times Cited: 2
Computational approaches to understanding interaction and development
Daniel S. Messinger, Lynn K. Perry, Samantha G. Mitsven, et al.
Advances in child development and behavior (2022), pp. 191-230
Open Access | Times Cited: 4
The Influence of Context on the Abstraction Level of Children’s Conversations in the Preschool Classroom
Leydi Johana Chaparro-Moreno, Tzu‐Jung Lin, Laura M. Justice, et al.
Early Education and Development (2022) Vol. 34, Iss. 3, pp. 705-724
Open Access | Times Cited: 3
Initial validation of wearable sensors to measure social engagement of young children
Sarah N. Douglas, Yan Shi, Saptarshi Das, et al.
Early Childhood Research Quarterly (2024) Vol. 67, pp. 343-351
Closed Access
Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms
Lynn K. Perry, Sophia A. Meibohm, Madison Drye, et al.
Advances in child development and behavior (2024), pp. 109-136
Closed Access
Children's social preference for teachers versus peers in autism inclusion classrooms: An objective perspective
Madison Drye, Chitra Banarjee, Lynn K. Perry, et al.
Autism Research (2024)
Open Access
Correction: Automatized analysis of children’s exposure to child-directed speech in preschool settings: Validation and application

PLoS ONE (2021) Vol. 16, Iss. 3, pp. e0248232-e0248232
Open Access
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