Logic and Word-Learning


Halberda, J. (2018). Logic in babies. Science, 359(6381), 1214-1215.


Libertus, M. E., Odic, D., Feigenson, L., & Halberda, J. (2015). A Developmental Vocabulary Assessment
for Parents (DVAP): Validating parental report of vocabulary size in 2-to 7-year-old children. Journal of Cognition and Development, 16(3), 442-454.


Odic, D., Pietroski, P., Hunter, T., Lidz, J., & Halberda, J. (2013). Young children’s understanding of
“more” and discrimination of number and surface area. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39(2), 451.


Lidz, J., Halberda, J., Pietroski, P., & Hunter, T. (2011). Interface transparency thesis and the
psychosemantics of most. Natural Language Semantics, 19(3), 227-256.
Spiegel, C., & Halberda, J. (2011). Rapid fast-mapping abilities in 2-year-olds. Journal of experimental
child psychology, 109(1), 132-140.


Moher, M., Feigenson, L., & Halberda, J. (2010). A one-to-one bias and fast-mapping support
preschoolers’ learning about faces and voices. Cognitive Science, 34, 719-751.


Halberda, J., & Goldman, J. (2007). One-trial Learning in 2-year-olds: Children Learn New Nouns in 3
Seconds Flat.


Halberda, J. (2006). Is this a dax which I see before me? Use of the logical argument disjunctive
syllogism supports word-learning in children and adults. Cognitive psychology, 53(4), 310-344.
Kouider, S., Halberda, J., Wood, J., & Carey, S. (2006). Acquisition of English number marking: The
singular-plural distinction. Language Learning and development, 2(1), 1-25.


Halberda, J. (2003). The development of a word-learning strategy. Cognition, 87, B23- B34.