Publications 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 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. Wang, J.J. & Feigenson, L. (2019) Infants recognize counting as numerically relevant. Developmental Science. Wang, J.J. & Feigenson, L. (2019). Is empiricism innate? Preference for nurture over nature in people’s beliefs about the origins of human knowledge. Open Mind, (3), 89-100. 2018 Kanjlia, S., Feigenson, L., & Bedny, M. (2018). Numerical cognition is resilient to dramatic changes in early sensory experience. Cognition, 179, 111-120. Stahl, A. E., & Feigenson, L. (2018). Violations of Core Knowledge Shape Early Learning. Topics in Cognitive Science. Halberda, J. (2018). Logic in babies. Science, 359(6381), 1214-1215. 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). Stahl, A. E., & Feigenson, L. (2018). Infants use linguistic group distinctions to chunk items in memory. Journal of experimental child psychology, 172, 149-167. Wang, J. J., Libertus, M. E., & Feigenson, L. (2018). Hysteresis-induced changes in preverbal infants_ approximate number precision. Cognitive Development, 47, 107-116. 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. Stahl, A. E., & Feigenson, L. (2017). Expectancy violations promote learning in young children. Cognition, 163, 1-14 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. Kibbe, M.M., & Feigenson, L. (2016). Infants use temporal regularities to chunk objects in memory. Cognition, 146, 251-263. 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. Pailian, H., Libertus, M. E., Feigenson, L., & Halberda, J. (2016). Visual working memory capacity increases between ages 3 and 8 years, controlling for gains in attention, perception, and executive control. Attention, Perception, & Psychophysics, 78(6), 1556-1573. 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. 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. Stahl, A. E., & Feigenson, L. (2015). Observing the unexpected enhances infants_ learning and exploration. Science, 348(6230), 91-94 Zosh, J. M., & Feigenson, L. (2015). Array heterogeneity prevents catastrophic forgetting in infants. Cognition, 136, 365-380. 2014 Kibbe, M.M. & Feigenson, L. (2014) Developmental origins of recoding and decoding in memory. Cognitive Psychology 75, 55-79. 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. Stahl, A. E., & Feigenson, L. (2014). Social knowledge facilitates chunking in infancy. Child development, 85(4), 1477-1490. 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. Moher, M., & Feigenson, L. (2013). Factors influencing infants’ ability to update object representations in memory. Cognitive development, 28(3), 272-289. Odic, D., Libertus, M. E., Feigenson, L., & Halberda, J. (2013). Developmental change in the acuity of approximate number and area representations. Developmental psychology, 49(6), 1103. 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. Rosenberg, R. D., & Feigenson, L. (2013). Infants hierarchically organize memory representations. Developmental science, 16(4), 610-621. 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. Moher, M., Tuerk, A. S., & Feigenson, L. (2012). Seven-month-old infants chunk items in memory. Journal of experimental child psychology, 112(4), 361-377. Zosh, J. M., & Feigenson, L. (2012). Memory load affects object individuation in 18-month-old infants. Journal of Experimental Child Psychology, 113(3), 322-336. 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. Lidz, J., Halberda, J., Pietroski, P., & Hunter, T. (2011). Interface transparency thesis and the psychosemantics of most. Natural Language Semantics, 19(3), 227-256. 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. Spiegel, C., & Halberda, J. (2011). Rapid fast-mapping abilities in 2-year-olds. Journal of experimental child psychology, 109(1), 132-140. Zosh, J.M., Feigenson, L., & Halberda, J.P. (2011). Memory for multiple visual ensembles in infancy. Journal of Experimental Psychology- General, 140(2), 141-158. 2010 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. 2009 Feigenson, L. & Yamaguchi, M. (2009). Limits on infants’ ability to dynamically update object representations. Infancy, 14(2), 244-262. 2008 Feigenson, L. (2008). Parallel Enumeration is constrained by a set-based limit. Cognition, 107, 1-18. Feigenson, L. & Halberda, J. (2008). Conceptual knowledge increases infants’ memory. Proceedings of the National Academy of Sciences, 105(29), 9926-9930. 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. 2007 Feigenson, L (2007). Continuity of format and representation in short term memory development. Chapter to appear in Short- and Long-term Memory in Early Childhood- Taking the First Steps. Feigenson, L. (2007). The equality of quantity. Trends in Cognitive Sciences, 11(5), 185-187. Halberda, J., & Goldman, J. (2007). One-trial Learning in 2-year-olds: Children Learn New Nouns in 3 Seconds Flat. 2006 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. Halberda, J., Sires, S.F., & Feigenson, L. (2006). Multiple spatially overlapped sets can be enumerated in parallel. Psychological Science, 17 (7), 572-576. 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. 2005 Feigenson, L. (2005). A double dissociation in infants’ representation of object arrays. Cognition, 95, B37-B48. Feigenson, L. & Carey, S. (2005). On the limits of infants’ quantification of small object arrays. Cognition, 97, 295-313. 2004 Feigenson, L. & Halberda, J. (2004). Infants chunk object arrays into sets of individuals. Cognition. Feigenson, L., Dehaene, S., & Spelke, E.S. (2004). Core systems of number.Trends in Cognitive Sciences (8), 7, 307-314. 2003 Feigenson, L. & Carey, S. (2003). Tracking individuals via object-files- Evidence from infants’ manual search. Developmental Science, 6, 568-584. Halberda, J. (2003). The development of a word-learning strategy. Cognition, 87, B23- B34. 2002 Feigenson, L., Carey, S., Spelke, E.S. (2002). Infants’ discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66. Feigenson, L., Carey, S., & Hauser, M. (2002). The representations underlying infants’ choice of more- Object-files versus analog magnitudes. Psychological Science, 13, 150-156. Share this:TwitterFacebookLike this:Like Loading...
