CURRICULUM VITAE   

APPOINTMENTS

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 Supérieure, Paris, France

2001 – 2003 Visiting Fellow, Department of Psychology Harvard University, Cambridge, MA

EDUCATION

2003 New York University PhD in Cognitive Psychology (Advisor: Susan Carey)

1997 Cornell University

       • BA in Psychology, Summa cum laude (Advisor: Elizabeth Spelke)

AWARDS AND HONORS

2007 James S. McDonnell Foundation Scholar Award

2003 Fyssen Foundation Post-doctoral Fellowship

2003 Certificate of Distinction in Teaching, Harvard University

2002 Certificate of Distinction in Teaching, Harvard University

2001 Martin Braine Memorial Fellowship, Department of Psychology,
New York University

2000 Fellowship to the Summer Institute in Cognitive Neuroscience,
Dartmouth, NH

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"
Provost's 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

PROFESSIONAL ACTIVITIES

Editorial Board
Cognition (2004-present)

Ad Hoc Journal Reviewing
Animal Cognition
Behavioral and Brain Sciences (BBS)
Behavioral Processes
Child Development
Cognition
Developmental Neuropsychology
Developmental Psychology
Developmental Science
Infancy
Journal of Child Psychology and Psychiatry
Journal of Cognition and Development
Journal of Experimental Psychology: General Language and Cognitive Processes
Lingua
Mind and Language
Nature
Perception and Psychophysics
PloS Biology
PNAS
Psychological Science
Psychological Bulletin
Psychonomic Bulletin and Review
Quarterly Journal of Experimental Psychology
Science
Trends in Cognitive Sciences
Visual Cognition

Ad Hoc Reviewing: Funding Agencies

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 in 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.

Charles, E.W., Feigenson, L. Scholl, B. J., & Carey, S. (submitted). Cues to object persistence in infancy: Tracking objects through occlusion vs. implosion

CONFERENCE PRESENTATIONS

Yamaguchi, M, Tuerk, A., & Feigenson, L. (2008).  Heterogeneity of object arrays increases working memory capacity in 7-month old infants. Poster to be 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 submitted to the International Conference on Infant Studies, Vancouver, CA.

Zosh, J.M. & Feigenson, L. (2008).  Array hetereogeneity affects infants’ working memory capacity.  Poster submitted to the International Conference on Infant Studies, Vancouver, CA.

Yamaguchi, M. & Feigenson, L. (2008).  Limits on infants’ ability to update working memory representations.  Poster submitted to 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 children’s 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 COLLOQUIA

2008 University of Rochester, Department of Brain and Cognitive Sciences

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

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