Limits of Visual Working Memory

Halberda, J., Simons, D. J. & Whetherhold, J. (submitted). Superfamiliarity affects perceptual grouping but not the capacity of visual working memory.

Halberda, J., Simons, D. J. & Whetherhold, J. (submitted). The flicker paradigm provides converging evidence for a 3-item limit of visual working memory.

Ensemble Features in Attention and Memory

Halberda, J., Sires, S.F., & Feigenson, L. (2006). Multiple spatially-overlapping sets can be enumerated in parallel. Psychological Science, 17(7), 572-576.

Psychophysics of Numerical Estimation

Odic, D., Hock, H., & Halberda, J. (in press) Hysteresis affects number discrimination in young children. Journal of Experimental Psychology: General.

Libertus, M., Odic, D., & Halberda, J. (2012) Intuitive sense of number correlates with scores on college-entrance examination. Acta Psychologica, 141, 373-379.

Halberda, J., Mazzocco, M. M. M., & Feigenson, L. (2008). Individual differences in nonverbal number acuity predict maths achievement. Nature, 455, 665-668.

Supplementary Information for Nature article.

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.

Developmental Evidence for VWM and Chunking

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

Feigenson, L. & Halberda, J. (2004). Infants chunk object arrays into sets of individuals. Cognition, 91, 173-190.

Libertus, M. E., Feigenson, L., & Halberda, J. (2011). Preschool acuity of the approximate number system correlates with school math abillity. Developmental Science, 14(6), 1292-1300.

Mazzocco, M. M. M., Feigenson, L., & Halberda, J. (2011). Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance. PLoS ONE, 6(9), e23749.

An Interface of Language and Visual Processing Limits

Halberda, J., Taing, L. & Lidz, J. (2008). The development of "most" comprehension and its potential dependence on counting-ability in preschoolers. Language Learning and Development 4(2), 99-121.

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.

Pietroski, P., Halberda, J., Lidz, J. & Hunter, T. (submitted). Beyond truth conditions: An investigation into the semantics of 'most'.