2020

Wang, J., Halberda, J., & Feigenson, L. Emergence of the Link Between the Approximate Number

System and Symbolic Math Ability. Child Development.

Libertus, M. E., Odic, D., Feigenson, L., & Halberda, J. (2020). Effects of Visual Training of

Approximate Number Sense on Auditory Number Sense and School Math Ability. Frontiers in

Psychology, 11, 2085.

2019

Wang, J.J. & Feigenson, L. (2019) Infants recognize counting as numerically relevant. Developmental

Science, 22(6), e12805. 

Elliott, L., Feigenson, L., Halberda,J., & Libertus, M. (2019). Bidirectional, longitudinal associations

between math ability and approximate number system precision in childhood. Journal of

Cognition and Development, (20)1, 56-74. 

2018

Kanjlia, S., Feigenson, L., & Bedny, M. (2018). Numerical cognition is resilient to dramatic changes in

early sensory experience. Cognition, 179, 111-120.

Libertus, M. E., Feigenson, L., & Halberda, J. (2018). Infants Extract Frequency Distributions from

Variable Approximate Numerical Information. Infancy, 23(1), 29-44.

Odic, D., Pietroski, P., Hunter, T., Halberda, J., & Lidz, J. (2018). Individuals and non-individuals in

cognition and semantics: The mass/count distinction and quantity representation. Glossa: a journal of general linguistics, 3(1).

2017

Kibbe, M.M. & Feigenson, L. (2017). A dissociation between small and large numbers in young

children_s ability to “solve for x” in non-symbolic math problems. Cognition 60, 82-90

Libertus, M. E., Liu, A., Pikul, O., Jacques, T., Cardoso-Leite, P., Halberda, J., & Bavelier, D. (2017). The

impact of action video game training on mathematical abilities in adults. AERA Open, 3(4), 2332858417740857.

Wang, J. J., Halberda, J., & Feigenson, L. (2017). Approximate number sense correlates with math

performance in gifted adolescents. Acta psychologica, 176, 78-84

Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2017). Better together: Multiple lines of evidence for a

link between approximate and exact number representations: A reply to Merkley, Matejko, and Ansari. Journal of Experimental Child Psychology, 153, 168-172.

2016

Kanjlia, S., Lane, C., Feigenson, L., & Bedny, M. (2016). Absence of visual experience modifies the neural

basis of numerical thinking. Proceedings of the National Academy of Sciences, 113(40), 11172-11177.

Libertus, M. E., Odic, D., Feigenson, L., & Halberda, J. (2016). The precision of mapping between number

words and the approximate number system predicts children’s formal math abilities. Journal of experimental child psychology, 150, 207-226.

Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2016). Changing the precision of preschoolers’

approximate number system representations changes their symbolic math performance. Journal of Experimental Child Psychology, 147, 82-99.

2015

Kibbe, M.M. & Feigenson, L. (2015). Young children “solve for x” using the approximate number system.

Developmental Science, 18(1), 38-49.

Zosh, J. M., & Feigenson, L. (2015). Array heterogeneity prevents catastrophic forgetting in infants.

Cognition, 136, 365-380.

2014

Libertus, M. E., Feigenson, L., Halberda, J., & Landau, B. (2014). Understanding the mapping between

numerical approximation and number words: Evidence from Williams syndrome and typical development. Developmental science, 17(6), 905-919.

2013

Feigenson, L., Libertus, M. E., & Halberda, J. (2013). Links between the intuitive sense of number and

formal mathematics ability. Child development perspectives, 7(2), 74-79.

Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Is approximate number precision a stable predictor

of math ability?. Learning and individual differences, 25, 126-133.

Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Numerical approximation abilities correlate with

and predict informal but not formal mathematics abilities. Journal of Experimental Child Psychology, 116(4), 829-838.

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.

2012

Halberda, J., Ly, R., Wilmer, J. B., Naiman, D. Q., & Germine, L. (2012). Number sense across the lifespan

as revealed by a massive Internet-based sample. Proceedings of the National Academy of Sciences, 109(28), 11116-11120.

Libertus, M. E., Odic, D., & Halberda, J. (2012). Intuitive sense of number correlates with math scores on

college-entrance examination. Acta psychologica, 141(3), 373-379.

2011

Feigenson, L. (2011). Predicting sights from sounds- 6-month-olds_ intermodal numerical abilities.

Journal of experimental child psychology, 110(3), 347-361.

Libertus, M., Feigenson, L., Halberda, J. (2011). Preschool acuity of the approximate number system

correlates with school math ability. Developmental Science, 14(6), 1292-1300

Mazzocco, M. M., Feigenson, L., & Halberda, J. (2011). Impaired acuity of the approximate number

system underlies mathematical learning disability (dyscalculia). Child development, 82(4), 1224-1237.

2008

Feigenson, L. (2008). Parallel Enumeration is constrained by a set-based limit. Cognition, 107, 1-18.

Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the” Number Sense”: The

Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults. Developmental psychology, 44(5), 1457.

Halberda, J. & Feigenson, L. (2008). Set representations required. [Commentary] Behavioral and Brain

Sciences, 31, 655-656.

Halberda, J., Mazzocco, M. M., Feigenson, L. (2008). Individual differences in non-verbal number acuity

correlate with maths achievement. Nature, 455(2), 665-669.

2007

Feigenson, L. (2007). The equality of quantity. Trends in Cognitive Sciences, 11(5), 185-187.

2006

Halberda, J., Sires, S.F., & Feigenson, L. (2006). Multiple spatially overlapped sets can be enumerated in

parallel. Psychological Science, 17 (7), 572-576.

2004

Feigenson, L., Dehaene, S., & Spelke, E.S. (2004). Core systems of number.Trends in Cognitive Sciences

(8), 7, 307-314.

2002

Feigenson, L., Carey, S., Spelke, E.S. (2002). Infants’ discrimination of number vs. continuous extent.

Cognitive Psychology, 44, 33-66.