WORD-LEARNING AND DISJUNCTIVE SYLLOGISM

Odic, D., Pietroski, P., Hunter, T., Lidz, J., & Halberda, J. (in press). Children's understanding of "more" and discrimination of number and surface area. Journal of Experimental Psychology: Learning, Memory, and Cognition.

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.

Yamaguchi, 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. 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. & Goldman, J. (submitted). One-trial learning in 2-year-olds: Children learn new nouns in 3 seconds flat.

Kouider, S., Halberda, J. & et al. (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.



NUMBER REPRESENTATIONS

Libertus, M., Odic, D., Halberda, J. (in press). Intuitive sense of number correlates with math scores on college-entrance examination. Acta Psychologica.

Odic, D., Libertus, M. E., Feigenson, L., & Halberda, J. (in press). Developmental change in the acuity of approximate number and area representations. Developmental Psychology.

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.

Mazzocco, M. 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.

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.

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.
      Supplementary Methods

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), 1457-1465.

Feigenson, L. (2008). Parallel 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., Dehaene, S., & Spelke, E.S. (2004). Core systems of number.Trends in Cognitive Sciences (8), 7, 307-314.

Feigenson, L., Carey, S., & Hauser, M. (2002). The representations underlying infants’ choice of more: Object-files versus analog magnitudes.
Psychological Science, 13, 150-156.




OBJECT-BASED ATTENTION & WORKING MEMORY

Moher, M. & Feigenson, L. (2011). Seven month-old infants use chunking to expand working memory capacity. Manuscript submitted for publication.

Moher, M. & Feigenson, L. (2011). Selective attention in infants' working memory. Manuscript submitted for publication.

Zosh, J.M. & Feigenson, L. (in preparation).  Effects of array heterogeneity
on infants' working memory for hidden objects.

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.

Zosh, J.M. & Feigenson, L. (submitted).  Memory load affects object individuation in 18-month-old infants.

Zosh, J. M., & Feigenson, L. (2009). Beyond 'what' and 'how many': Capacity, complexity, and resolution of infants' object representations. In B. Hood &
L. Santos (Eds.), The Origins of Object Knowledge (pp. 25-51). New York: Oxford University Press.


Feigenson, L. & Yamaguchi, M. (2009). Limits on infants' ability to dynamically update object representations. Infancy, 14(2), 244-262.

Feigenson, L. & Halberda, J. (2008). Conceptual knowledge increases infants' memory. Proceedings of the National Academy of Sciences, 105(29), 9926-9930.

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 Toward Remembering. Lisa Oakes & Patricia Bauer, Eds., Oxford University Press.

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. & Halberda, J. (2004). Infants chunk object arrays into sets of individuals. Cognition.

Feigenson, L. & Carey, S. (2003). Tracking individuals via object-files: Evidence from infants’ manual search. Developmental Science, 6, 568-584.

Feigenson, L., Carey, S., & Spelke, E.S. (2002). Infants’ discrimination of number vs. continuous extent. Cognitive Psychology, 44, 33-66.

Halberda, J., Simons, D.J., & Wetherhold, J. (submitted). Overcoming the three-item limit: Gestalt grouping principles explain increases in change detection capacity.