On the public citation graph

https://doi.org/10.2139/ssrn.4637404

0 signed · 36 inferred · view as graph

Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.

Is this your work? Sign in with ORCID and put your name on the claims that are yours.
Claim with ORCID
Reference health. See whether every reference in this work resolves to a known work and none has been retracted — and get a dated CiteStamped badge you can embed.
See reference health

What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1016/j.chb.2015.12.008openalex-extracted
Improving social media measurement in surveys: Avoiding acquiescence bias in Facebook research
inferredcites →https://doi.org/10.1016/j.sbspro.2015.01.1091openalex-extracted
Teachers’ Understanding about the Brain in East China
inferredcites →https://doi.org/10.1016/j.tine.2020.100145openalex-extracted
Why do teachers believe educational neuromyths?
inferredcites →https://doi.org/10.1016/j.tine.2021.100155openalex-extracted
A cross-sectional study of neuromyths among teachers in a Caribbean nation
inferredcites →https://doi.org/10.1027/1016-9040.1.2.89openalex-extracted
Translating Tests
inferredcites →https://doi.org/10.1038/nrn3817openalex-extracted
Neuroscience and education: myths and messages
inferredcites →https://doi.org/10.1080/00131857.2017.1395736openalex-extracted
Philosophy, neuroscience and pre-service teachers’ beliefs in neuromyths: A call for remedial action
inferredcites →https://doi.org/10.1080/00131857.2020.1773801openalex-extracted
Neuroscience and educational practice – A critical assessment from the perspective of philosophy of science
inferredcites →https://doi.org/10.1080/08856257.2012.691229openalex-extracted
Reported prevalence of evidence-based instructional practices by special educators in the Czech Republic
inferredcites →https://doi.org/10.1093/elt/ccv051openalex-extracted
Learning styles and teacher training: are we perpetuating neuromyths?
inferredcites →https://doi.org/10.1111/mbe.12070openalex-extracted
Neuromyths Among Teachers and Student Teachers
inferredcites →https://doi.org/10.1111/mbe.12086openalex-extracted
Educational Neuromyths Among Teachers in Latin America
inferredcites →https://doi.org/10.1111/mbe.12181openalex-extracted
The Prevalence of Educational Neuromyths Among Pre‐Service Special Education Teachers
inferredcites →https://doi.org/10.1111/mbe.12193openalex-extracted
Neuromyths and Their Origin Among Teachers in Quebec
inferredcites →https://doi.org/10.1111/mbe.12219openalex-extracted
The Impact of a Modified Initial Teacher Education on Challenging Trainees' Understanding of Neuromyths
inferredcites →https://doi.org/10.1111/mbe.12249openalex-extracted
A New Method for Evaluating Knowledge, Beliefs, and Neuromyths About the Mind and Brain Among Italian Teachers
inferredcites →https://doi.org/10.1111/mbe.12266openalex-extracted
Believing in Neuromyths Makes Neither a Bad Nor Good Student‐Teacher: The Relationship between Neuromyths and Academic Achievement in Teacher Education
inferredcites →https://doi.org/10.1177/0022466908315563openalex-extracted
Reported Prevalence of Evidence-Based Instructional Practices in Special Education
inferredcites →https://doi.org/10.1177/0829573520979605openalex-extracted
Continued Educational Neuromyth Belief in Pre- and In-Service Teachers: A Call for De-Implementation Action for School Psychologists
inferredcites →https://doi.org/10.1177/107385840200800206openalex-extracted
Do You Know Your Brain? A Survey on Public Neuroscience Literacy at the Closing of the Decade of the Brain
inferredcites →https://doi.org/10.1177/1745691610388779openalex-extracted
The Appeal of the Brain in the Popular Press
inferredcites →https://doi.org/10.1362/146934703771910080openalex-extracted
An Overview of Content Analysis
inferredcites →https://doi.org/10.1371/journal.pone.0192163openalex-extracted
Taking an educational psychology course improves neuroscience literacy but does not reduce belief in neuromyths
inferredcites →https://doi.org/10.1375/ajse.35.1.47openalex-extracted
Reported Prevalence by Australian Special Educators of Evidence-Based Instructional Practices
inferredcites →https://doi.org/10.1509/jimk.15.1.030openalex-extracted
Collaborative and Iterative Translation: An Alternative Approach to Back Translation
inferredcites →https://doi.org/10.3389/feduc.2019.00008openalex-extracted
Neuromyths in Chinese Classrooms: Evidence From Headmasters in an Underdeveloped Region of China
inferredcites →https://doi.org/10.3389/fnhum.2016.00496openalex-extracted
Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation
inferredcites →https://doi.org/10.3389/fpsyg.2012.00429openalex-extracted
Neuromyths in Education: Prevalence and Predictors of Misconceptions among Teachers
inferredcites →https://doi.org/10.3389/fpsyg.2017.00804openalex-extracted
Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece
inferredcites →https://doi.org/10.3389/fpsyg.2017.01314openalex-extracted
Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths
inferredcites →https://doi.org/10.3389/fpsyg.2018.00641openalex-extracted
The Prevalence of Pseudoscientific Ideas and Neuromyths Among Sports Coaches
inferredcites →https://doi.org/10.3389/fpsyg.2018.01666openalex-extracted
On the Irrelevance of Neuromyths to Teacher Effectiveness: Comparing Neuro-Literacy Levels Amongst Award-Winning and Non-award Winning Teachers
inferredcites →https://doi.org/10.3389/fpsyg.2020.591923openalex-extracted
The Persistence of Neuromyths in the Educational Settings: A Systematic Review
inferredcites →https://doi.org/10.3758/brm.41.4.1149openalex-extracted
Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses
inferredcites →https://doi.org/10.4324/9781410605962-15openalex-extracted
Policy Decisions in Special Education: The Role of Meta-Analysis
inferredcites →https://doi.org/10.4324/9781410608260-6openalex-extracted
Decision Making in Special Education: The Function of Meta-Analysis
Editorial review for independent work. ICSAC — the Institute for Complexity Science and Advanced Computing — runs a structured editorial panel for researchers publishing outside journals, and publishes on CiteStamp rails. Submission is free and goes through ORCID: icsacinstitute.org/submit.