Lisa
Feigenson
(click here to download a copy of my CV)
Department of Psychological and
Brain Sciences
Johns Hopkins University
221 Ames Hall
3400 North Charles Street Baltimore, MD 21218 USA
(410) 516-7364
http://www.psy.jhu.edu/fs/faculty/feigenson.html
(updated August 2009)
___________________________________________________________________
2003 - Assistant Professor, Department of
Psychological and Brain Sciences,
Johns
Hopkins University, Baltimore, MD
2006 - Joint Appointment in the Department of Cognitive Science,
Johns
Hopkins University, Baltimore, MD
2003
– 2004 Postdoctoral fellow, Laboratoire
de Sciences Cognitives et Psycholinguistique, Ecole Normale Suprieure, Paris, France
2001
– 2003 Visiting
Fellow, Department of Psychology
Harvard
University, Cambridge, MA
EDUCATION
2003 New
York University Ph.D. in Cognitive Psychology
Advisor:
Susan Carey
Advisor:
Elizabeth Spelke
2010 Boyd
McCandless Early Career Award,
American
Psychological Association
2007 James
S. McDonnell Foundation Scholar Award
2003 Fyssen Foundation Post-doctoral Fellowship Award
2002 Certificate
of Distinction in Teaching, Harvard University
2001 Martin
Braine Memorial Fellowship, Department of Psychology,
2000 Fellowship
to the Summer Institute in Cognitive Neuroscience,
1998 National
Science Foundation Graduate Fellowship
1997 Henry
Mitchell MacCracken Graduate Fellowship Prize, New
York University
1997 Thomas
A. Ryan Undergraduate Research Prize in Psychology,
Cornell
University
RESEARCH SUPPORT
External
Funding
Developmental origins of hierarchically-organized mental
representations
James S. McDonnell Foundation
Scholar Award
Principal Investigator: Lisa
Feigenson
Funded period: 9/2007-8/2013
Total costs: $600,000
Development of short-term memory:
Chunking in infancy
NIH R03
HD054416
Principal
Investigator: Lisa Feigenson
Funded
Period: 9/2007-8/2009
Total
costs: $164,000
Development and function of nonverbal number approximation
NIH
R01 HD057258
Co-Principal
Investigators: Lisa Feigenson and Justin Halberda
Funded
Period: 5/2009-4/2014
Total
costs: $1,607,363
Summer Research Experience for Students and Science Educators
NIH
3R01 HD507258—01A2S1
Co-Principal
Investigators: Lisa Feigenson and Justin Halberda
Funded
Period: 6/2009-10/2009
Total
costs: $6,396
Internal
Funding
Heterogeneous
object arrays increase working memory capacity in 7-month old infants
Provosts
Undergraduate Research Award
Awarded
to Arin Tuerk; Faculty
research sponsor Lisa Feigenson
Funded
Period: 2007
Total
costs: $3000
Sponsored
Grants
Logical
reasoning in human infants
NSF
06-592 Graduate Research Fellowship
Awarded
to Mariko Yamaguchi (sponsors Lisa Feigenson, Justin Halberda)
Funded
Period: 2006-2009
Total
costs: $135,000 tuition and stipend
Animal
Cognition Lingua
Behavioral
and Brain Sciences Mind
and Language
Behavioral
Processes Nature
Child
Development Perception
and Psychophysics
Cognition PloS Biology
Developmental
Neuropsychology PNAS
Developmental
Psychology Psychological
Science
Developmental
Science Psychological
Bulletin
Infancy Psychonomic Bulletin and Review
Journal of Child Psychology and Psychiatry Quarterly
Journal of Experimental
Journal of Cognition and Development Psychology
Journal of
Cognitive Neuroscience Science
Journal of
Experimental Psychology: General Trends
in Cognitive Sciences
Language
and Cognitive Processes Visual
Cognition
National
Institute of Mental Health
National
Science Foundation
REFEREED JOURNAL ARTICLES
= student author
Feigenson, L. & Halberda,
J. (2008). Conceptual knowledge
increases infants memory capacity.
Proceedings of
the National Academy of Sciences, 105 (29), 9926-9930.
Halberda, J., Mazzocco, M., & Feigenson, L. (2008). Individual differences in nonverbal estimation ability
predict maths achievement. Nature,
455, 665-669.
Feigenson,
L. & Yamaguchi, M. (2009). Limits on infants
ability to dynamically update object representations. Infancy, 14(2), 244-262.
Halberda, J. &
Feigenson, L. (2008). Set representations required. [Commentary] Behavioral and Brain Sciences, 31, 655-656.
Halberda, J. &
Feigenson, L. (2008). Developmental change in the acuity of
the Number Sense: The approximate number system in 3-, 4-, 5-, 6-year-olds
and adults. Developmental
Psychology, 44(5), 1457-1465.
Feigenson,
L. (2008).
Parallel non-verbal enumeration is constrained by a set-based
limit. Cognition, 107, 1-18.
Feigenson,
L. (2007). The equality of quantity. Trends
in Cognitive Sciences, 11(5), 185-187.
Halberda, J., Sires, S.F. , & Feigenson, L. (2006). Multiple spatially overlapped sets can be enumerated in parallel. Psychological Science, 17(7), 572-576.
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.
Feigenson,
L., Dehaene, S., & Spelke, E.S. (2004).
Origins and endpoints of the core systems of number: Reply to Fias and Verguts. Trends in Cognitive Sciences, 8(10), 448-449.
Feigenson,
L., Dehaene, S., & Spelke, E.S. (2004).
Core systems of number. Trends in Cognitive Sciences, 8, 7, 307-314.
Feigenson,
L. & Halberda, J. (2004). Infants chunk object arrays into sets
of individuals. Cognition, 91, 173-190.
Feigenson, L. & Carey, S. (2003). Tracking individuals via object-files: Evidence from
infants manual search. Developmental Science, 6,
568-584.
Feigenson, L., Carey, S., & Hauser, M.
(2002). The representations
underlying infants choice of more: Object-files versus analog magnitudes. Psychological Science, 13, 150-156.
Feigenson, L., Carey, S., & Spelke, E.S. (2002).
Infants discrimination of number vs. continuous
extent. Cognitive Psychology, 44, 33-66.
BOOK
CHAPTERS
Zosh, J.M.
& Feigenson, L. (2009). Beyond What and How many: Capacity,
complexity, and resolution of infants object representations. In The Origins of Object Knowledge. Laurie Santos and Bruce Hood (Eds.),
Oxford University Press.
Feigenson, L. (2007). Continuity of format and computation in short term memory
development. In Short- and Long-term Memory in Early
Childhood: Taking the First Steps Toward Remembering. Lisa Oakes and Patricia Bauer (Eds.),
Oxford University Press.
ARTICLES
UNDER REVIEW
Zosh, J.M.
& Feigenson, L.
(submitted). A capacity-resolution tradeoff in infant working memory.
Zosh, J.M.
, Halberda, J., & Feigenson, L. (submitted). Working memory capacity
for multiple ensemble collections in infancy.
Cheries, E.W., Feigenson, L., Scholl, B.J., & Carey, S. (submitted). Cues to object persistence in infancy:
Tracking objects through occlusion vs. implosion.
Yamaguchi, M. , Feigenson,
L., & Halberda, J. (submitted). A one-to-one bias and fast-mapping
support preschoolers learning about faces and voices.
Mazzocco, M., Feigenson, L., & Halberda, J. (submitted). Impaired acuity
of the approximate number system underlies mathematical learning disability.
MANUSCRIPTS
IN PREPARATION
Yamaguchi, M. & Feigenson,
L. (in preparation). Limits
on infants updating abilities reveal selective attention in early working
memory.
Zosh, J.M.
& Feigenson, L. (in
preparation). Effects of array heterogeneity on
infants working memory capacity.
CONFERENCE PRESENTATIONS
= student
author
Tuerk, A. ,
Yamaguchi, M. , & Feigenson,
L. (2009). 7-month old infants use chunking to
increase working memory capacity.
Poster presented at the annual meeting of the Cognitive Science Society,
Amsterdam, NL.
Yamaguchi, M. , Tuerk, A.S. , & Feigenson, L. (2009). Adults store up to 3 featurally
overlapping sets in working memory. Paper presented at the annual meeting of the Vision Sciences
Society, Naples, FL.
Yamaguchi, M.
, Austin, R. , Halberda, J., &
Feigenson, L. (2009). Preschoolers use of mutual exclusivity in
a social context. Poster
presented at the Society for Research on Child Development, Denver, CO.
Yamaguchi, M.
& Feigenson, L. (2008). Selective attention of working memory
contents by 11-month old infants.
Paper presented at the Object Perception, Attention, and Memory meeting,
Chicago, IL.
Yamaguchi, M. , Tuerk, A. , & Feigenson, L. (2008).
Heterogeneity of object arrays increases working memory capacity in
7-month old infants. Poster presented at the annual meeting of the Vision
Sciences Society, Naples, FL.
Zosh, J.M.
& Feigenson, L. (2008). Array heterogeneity prevents catastrophic working memory
failure in infants. Poster
presented at the annual meeting of the Vision Sciences Society, Naples, FL.
Feigenson, L.
(2008). Conceptual knowledge
increases infants memory capacity.
Paper presented at the International Conference on Infant Studies,
Vancouver, CA.
Zosh, J.M. ,
Feigenson, L., & Halberda, J. (2008). Parallel enumeration of multiple spatially-overlapping
sets in infancy. Poster presented
at the International Conference on Infant Studies, Vancouver, CA.
Zosh, J.M.
& Feigenson, L. (2008). Array hetereogeneity affects
infants working memory capacity.
Poster presented at the International Conference on Infant Studies,
Vancouver, CA.
Yamaguchi, M.
& Feigenson, L. (2008). Limits on infants ability to update
working memory representations.
Poster presented at the International Conference on Infant Studies,
Vancouver, CA.
Cheries, E.W., Feigenson, L., Scholl, B.J., & Carey, S. (2008). Cues to object persistence in infancy:
Tracking objects through occlusion vs. implosion. Poster presented at the International Conference on Infant
Studies, Vancouver, CA.
Zosh, J.M. ,
Feigenson, L. & Halberda, J. (2007).
Infants ability to enumerate multiple spatially-overlapping
sets in parallel. Poster presented
at the annual meeting of the Vision Sciences Society, Sarasota, FL.
Feigenson, L.
(2007). Spontaneous chunking
increases infants working memory capacity. Paper presented at the Near Society for Research in Child
Development Meeting, Boston, MA.
Zosh, J.M.
& Feigenson, L. (2007). Infants recruitment of long-term memory
in a working memory task.
Poster presented at the Society for Research in Child Development,
Boston, MA.
Yamaguchi, M.
, Feigenson, L. & Halberda, J. (2007).
Preschoolers use of mutual exclusivity for mapping individual faces and
voices. Poster presented at the
Society for Research in Child Development, Boston, MA.
Zosh, J.M.
& Feigenson, L. (2006). Semantic knowledge increases short-term memory capacity in
infants. Poster presented at the
Association for Psychological Science, New York, NY.
Taing, L., Halberda, J., & Feigenson,
L. (2006). The
pre-linguistic bases of exact number concepts. Paper presented at the Eastern Psychological Association,
Baltimore, MD.
Feigenson, L.
(2005). Young childrens
acquisition of the concepts singular and plural. Paper presented at the Society for Research in Child
Development, Atlanta, GA.
Feigenson, L.
(2005). A double
dissociation in infants representation of object arrays. Paper presented at the Society for
Research in Child Development, Atlanta, GA.
Halberda, J. & Feigenson, L. (2005).
Counting without individuals.
Paper presented at the annual meeting of the Vision Sciences Society,
Sarasota, FL.
Cheries, E., Feigenson, L., Scholl, B., & Carey, S. (2005). Cues to object persistence in infancy:
Tracking objects through occlusion versus implosion. Poster presented at the annual meeting of the Vision
Sciences Society, Sarasota, FL.
Scholl, B. J.
& Feigenson, L. (2004). When out of sight is out of mind:
Perceiving object persistence through occlusion vs. implosion. Paper
presented the annual meeting of the Vision Sciences Society, Sarasota, FL.
Franconeri, S., Halberda, J., Alvarez, G., & Feigenson, L., (2004). Common fate
can define objects in multiple-object tracking. Poster presented the annual meeting of the Vision Sciences
Society, Sarasota, FL.
Brandone, A.
& Feigenson, L. (2004). The role of parallel attention in infants
ability to sum across object representations. Poster presented at the International Conference on Infant
Studies, Chicago, IL.
Kouider, S., Feigenson, L., Wood, J., Halberda, J.,
& Carey, S. (2004). Infants understanding of the singular plural distinction. Paper presented at the Society for
philosophy and psychology, Barcelona, Spain.
Feigenson, L.
(2003). Infants represent numerosities 1, 2, and 3, but fail to make a singular/
plural distinction. Poster
presented at the Society for Research in Child Development, Tampa, FL.
Feigenson, L.
& Halberda, J. (2003). Infants build sets of individuals and track their spatial
locations. Poster presented at the
Society for Research in Child Development, Tampa, FL.
Feigenson, L.
(2002). The representations underlying more/less comparisons. Paper presented at the International
Conference on Infant Studies, Toronto, Canada.
Feigenson, L.
& Halberda, J. (2002). Looking at the limits on numerical ability: Infants chunk
large sets into smaller sets.
Poster presented at the International Conference on Infant Studies,
Toronto, Canada.
Cheries, E., Feigenson, L., & Carey, S. (2002). The importance of property information in
object individuation.
Poster presented at the International Conference on Infant Studies,
Toronto, Canada.
Feigenson, L.
(2001). Infants
use of number vs. surface area in retrieving hidden objects. Poster presented at the Society for
Research in Child Development, Minneapolis, MN.
Jahromi, L.
& Feigenson, L. (2001). Infants learn to use an ordinal rule. Poster presented at the Society for
Research in Child Development, Minneapolis, MN.
Feigenson, L.,
Carey, S. & Spelke, E.S. (2000). Infants
discrimination of number and spatial extent. Paper presented at the International Conference on Infant
Studies, Brighton, UK.
Feigenson, L.
& Carey. S. (2000). Spontaneous ordinal judgments by pre-verbal infants. Poster presented at the International
Conference on Infant Studies, Brighton, UK.
Feigenson, L.
(1999). An
anticipatory-looking paradigm for examining infants ordinal knowledge.
Poster presented at the Society for Research in Child Development, Albuquerque,
NM.
Hauser,
M.D., Feigenson, L., Mastro, R.G. , & Carey, S. (1999). Non-linguistic number knowledge:
Evidence of ordinal representations in human infants and rhesus macaques.
Poster presented at the Society for Research in Child Development, Albuquerque,
NM.
Feigenson, L.,
& Spelke, E. (1998). Numerical knowledge in
infancy: the number/mass distinction.
Poster presented at the International Society for Infant Studies, Atlanta,
GA.
INVITED TALKS AND
COLLOQUIA
2008 University
of Rochester, Department of Brain and Cognitive Sciences
2008 Collge de France, Cognitive Foundations of Arithmetic
Series
2007 National
Science Foundation, Opportunities and Challenges for Language Learning and
Education Workshop
2007 University
of Illinois, Beckman Institute Cognitive Science Series
2007 Duke
University, Department of Psychological & Brain Sciences
Series
on Magnitude Processing
2007 Hopkins
Workshop on Language: Grammar in Cognition
2006 Gettysburg
College, Department of Psychology
2005 German-American
Frontiers of Science Symposium, sponsored by the National Academy of Sciences,
Irvine CA
2005 Yale
University, ESRC Symposium on the Development of Physical Knowledge
2005 Duke
University, Department of Psychological & Brain Sciences
2004 University
of Aix-Marseille, France, Cognitive Psychology Group
2003 INSERM,
Orsay France, Cognitive Neuroscience Imaging Unit
2003 Stanford
University, Department of Psychology
2003 McGill
University, Department of Psychology
2003 Harvard
University, Cognition, Brain, and Behavior Research Seminar
2003 University
of Wisconsin at Madison, Department of Psychology
2003 International
School for Advanced Studies (SISSA), Trieste Italy, Cognitive Neuroscience
Sector
2003 Ohio
State University, Department of Psychology
2002 Yale
University, Department of Psychology
2002 New
York University, Department of Psychology
ADVISING: POST-GRADUATE, GRADUATE, SELECTED
UNDERGRADUATE
Rebecca Rosenberg (current post-doctoral student)
Research:
Chunking in infancy
Role:
Primary advisor
Jennifer Zosh (Ph.D.,
2009)
Research: Capacity and resolution of infants
working memory
Role:
Primary advisor
Currently:
Assistant Professor of Psychology, Pennsylvania State University at Brandywine
Mariko Yamaguchi (current
graduate student)
Research:
Development of working memory processes in infancy
Role:
Primary advisor
Honors:
NSF Graduate Fellowship, 2009 VSS Travel Fellowship
Arin Tuerk (B.A., 2008)
Undergraduate
Honors Thesis: Heterogeneous object arrays increase working memory capacity in
7-month old infants
Role:
Primary advisor
Honors:
Provosts Undergraduate Research Award, 2008; G. Stanley Hall Undergraduate
Achievement Award, 2008
Currently:
Ph.D. student, Department of Psychology, Harvard University
Rachel
Austin (B.A. expected, 2010)
Undergraduate
Honors Thesis: Pre-linguistic plural set representations
Role:
Primary advisor
UNIVERSITY AND
DEPARTMENTAL SERVICE
2008 Deans
Teaching Fellowship Committee
2007 Deans
Teaching Fellowship Committee
2007-Present Advisory
board, Evolution, Cognition, & Culture project
2006 Faculty
Research Mentor: Women in Science and Engineering (WISE) Program
COURSES TAUGHT
2004, 2005, 2007, 2008:
Introduction to Developmental Psychology
2005, 2006, 2007, 2008, 2009:
Foundations of Mind
2004, 2005, 2007, 2008, 2009:
Advanced Seminar in Cognitive Development
(teaching evaluations available upon request)