A citation-based method for searching scientific literature

Tali Leibovich, Naama Katzin, Moti Salti, Avishai Henik. Behav Brain Sci 2017
Times Cited: 7







List of co-cited articles
14 articles co-cited >1



Times Cited
  Times     Co-cited
Similarity


From "sense of number" to "sense of magnitude": The role of continuous magnitudes in numerical cognition.
Tali Leibovich, Naama Katzin, Maayan Harel, Avishai Henik. Behav Brain Sci 2017
176
100

Associations of non-symbolic and symbolic numerical magnitude processing with mathematical competence: a meta-analysis.
Michael Schneider, Kassandra Beeres, Leyla Coban, Simon Merz, S Susan Schmidt, Johannes Stricker, Bert De Smedt. Dev Sci 2017
244
42

Core systems of number.
Lisa Feigenson, Stanislas Dehaene, Elizabeth Spelke. Trends Cogn Sci 2004
42

The construction of large number representations in adults.
Hilary Barth, Nancy Kanwisher, Elizabeth Spelke. Cognition 2003
233
42

Non-verbal numerical cognition: from reals to integers.
Gallistel, Gelman. Trends Cogn Sci 2000
408
42

Approximate number sense, symbolic number processing, or number-space mappings: what underlies mathematics achievement?
Delphine Sasanguie, Silke M Göbel, Kristina Moll, Karolien Smets, Bert Reynvoet. J Exp Child Psychol 2013
118
28


Number sense in infancy predicts mathematical abilities in childhood.
Ariel Starr, Melissa E Libertus, Elizabeth M Brannon. Proc Natl Acad Sci U S A 2013
156
28

Preverbal and verbal counting and computation.
C R Gallistel, R Gelman. Cognition 1992
609
28


Is There Really an Evolved Capacity for Number?
Rafael E Núñez. Trends Cogn Sci 2017
61
28


Two systems of non-symbolic numerical cognition.
Daniel C Hyde. Front Hum Neurosci 2011
80
28

The role of item size on choosing contrasted food quantities in angelfish (Pterophyllum scalare).
Luis M Gómez-Laplaza, Laura Romero, Robert Gerlai. Sci Rep 2019
8
28

Inference and association in children's early numerical estimation.
Jessica Sullivan, David Barner. Child Dev 2014
36
14




Re-visiting the competence/performance debate in the acquisition of the counting principles.
Mathieu Le Corre, Gretchen Van de Walle, Elizabeth M Brannon, Susan Carey. Cogn Psychol 2006
93
14

Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.
Elizabet Spaepen, Elizabeth A Gunderson, Dominic Gibson, Susan Goldin-Meadow, Susan C Levine. Cognition 2018
17
14

Do children's number words begin noisy?
Katie Wagner, Junyi Chu, David Barner. Dev Sci 2019
15
14


General magnitude representation in human infants.
Stella F Lourenco, Matthew R Longo. Psychol Sci 2010
167
14


Number-knower levels in young children: insights from Bayesian modeling.
Michael D Lee, Barbara W Sarnecka. Cognition 2011
27
14

Origins of the brain networks for advanced mathematics in expert mathematicians.
Marie Amalric, Stanislas Dehaene. Proc Natl Acad Sci U S A 2016
124
14

How are number words mapped to approximate magnitudes?
Jessica Sullivan, David Barner. Q J Exp Psychol (Hove) 2013
24
14

Numerical morphology supports early number word learning: Evidence from a comparison of young Mandarin and English learners.
Mathieu Le Corre, Peggy Li, Becky H Huang, Gisela Jia, Susan Carey. Cogn Psychol 2016
16
14

Children's mappings between number words and the approximate number system.
Darko Odic, Mathieu Le Corre, Justin Halberda. Cognition 2015
34
14

Does the conceptual distinction between singular and plural sets depend on language?
Peggy Li, Tamiko Ogura, David Barner, Shu-Ju Yang, Susan Carey. Dev Psychol 2009
14
14





From grammatical number to exact numbers: early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese.
Barbara W Sarnecka, Valentina G Kamenskaya, Yuko Yamana, Tamiko Ogura, Yulia B Yudovina. Cogn Psychol 2007
69
14


Qualitatively different coding of symbolic and nonsymbolic numbers in the human brain.
Ian M Lyons, Daniel Ansari, Sian L Beilock. Hum Brain Mapp 2015
72
14

The representation of numerical magnitude.
Elizabeth M Brannon. Curr Opin Neurobiol 2006
110
14

Number without a language model.
Elizabet Spaepen, Marie Coppola, Elizabeth S Spelke, Susan E Carey, Susan Goldin-Meadow. Proc Natl Acad Sci U S A 2011
54
14

Levels of number knowledge during early childhood.
Barbara W Sarnecka, Michael D Lee. J Exp Child Psychol 2009
57
14

Does learning to count involve a semantic induction?
Kathryn Davidson, Kortney Eng, David Barner. Cognition 2012
65
14

A Model of Knower-Level Behavior in Number-Concept Development.
Michael D Lee, Barbara W Sarnecka. Cogn Sci 2010
39
14

Communicating about quantity without a language model: number devices in homesign grammar.
Marie Coppola, Elizabet Spaepen, Susan Goldin-Meadow. Cogn Psychol 2013
20
14



Origins of mathematical intuitions: the case of arithmetic.
Stanislas Dehaene. Ann N Y Acad Sci 2009
106
14



Approximate number word knowledge before the cardinal principle.
Elizabeth A Gunderson, Elizabet Spaepen, Susan C Levine. J Exp Child Psychol 2015
33
14

When is four far more than three? Children's generalization of newly acquired number words.
Yi Ting Huang, Elizabeth Spelke, Jesse Snedeker. Psychol Sci 2010
30
14


Co-cited is the co-citation frequency, indicating how many articles cite the article together with the query article. Similarity is the co-citation as percentage of the times cited of the query article or the article in the search results, whichever is the lowest. These numbers are calculated for the last 100 citations when articles are cited more than 100 times.