JHU VCL - Full Publications List

Full Publications List

VCL Home

Journal Articles

Under Review

Wang, J. , Odic, D., Halberda, J., & Feigenson, L (under review). A rapid intervention enhances preschoolers’ number sense precision and improves symbolic math performance.

Libertus, M.E., Feigenson, L., & Halberda, J. (submitted). Auditory numerical approximation abilities are linked to symbolic math performance.

Shusterman, A., Slusser, E., Halberda, J. & Odic, D. (in revision). Learning number words is related to improvements in approximate number system acuity.

Delgado, C., Jones, M.G., You, H.S., Robertson, L., & Halberda, J. (under review). The Contribution of the evolutionarily-based approximate number system to scale and measurement.

Odic, D., Pietroski, P., Lidz, J., & Halberda, J. (under review) The language-number interface: evidence from the acquisition of most.

Odic, D., Pietroski, P., Lidz, J., Hunter, T. and Halberda, J. (in revision). Individuals and Non-Individuals in Cognition and Semantics: the Mass/Count Distinction and Quantity Representation.

Halberda, J. (in revision). Developmental change in the strategy that supports the mapping of novel labels to novel objects in children from 17 months to 4 years of age.
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2015

Odic, D., Im, H.Y., Eisinger, R., Ly, R., & Halberda, J. (2015) PsiMLE: A maximum-likelihood approach to estimating psychophysical scaling and variability more reliably, efficiently, and flexibly. Behavior Research Methods. [pdf]

Odic, D., Le Corre, M., & Halberda, J. (2015). Children's mappings between number words and the approximate number system. Cognition. [pdf]

Pailian, H. & Halberda, J. (2015). The reliability and internal consistency of one-shot and flicker change detection for measuring individual differences in visual working memory capacity. Memory & Cognition. [pdf]

Libertus, M., Odic, D., Feigenson, L. & Halberda, J. (2015). A developmental vocabulary assessment for parents (DVAP): Validating parental report of vocabulary size in 2-7-year-olds. Journal of Cognition and Development. [pdf]
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2014

Halberda, J., & Odic, D. (2014) The precision and internal confidence of our approximate number thoughts. Evolutionary Origins and Early Development of Basic Number Processing., 305 - 333 [pdf]

Odic, D., Hock, H., & Halberda, J. (2014). Hysteresis affects approximate number discrimination in young children. Journal of Experimental Psychology: General, Vol 143(1), 255-265. [pdf]

Libertus, M.E., Landau, B., Feigenson, L., Halberda, J. (2014). Understanding the mapping between numerical approximation and number words: Evidence from Williams syndrome and typical development. Developmental Science, 17(6), 905-919. [pdf]

Tosto, M.G., Petrill, S.A., Halberda, J., Trzaskowski, M., Tikhomirova, T.N., Bogdanova, O.Y., Ly, R., Wilmer, J.B., Naiman, D.Q., Germine., L., Plomin, R., & Kovas, Y. (2014). Why do we differ in number sense? Evidence from a genetically sensitive investigation. Intelligence, 43, 35–46. [pdf]
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2013

Hellgren, K., Halberda, J., Forsman, L., Åden, U. & Libertus, M. (2013). Compromised approximate number system acuity in extremely preterm school-aged children. Developmental Medicine & Child Neurology, 55 (12), 1109-1114. [pdf]

Libertus, M., 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. [pdf]

Odic, D., Libertus, M., Feigenson, L. & Halberda, J. (2013). Developmental change in the acuity of approximate number and area representations. Developmental Psychology, 49(6), 1103. [pdf]

Libertus, M.E., Feigenson, L. & Halberda, J. (2013). Is approximate number precision a stable predictor of preschool math ability? Learning And Individual Differences, 25, 126-133. [pdf]

Odic, D., Pietroski, P., Lidz, J., Hunter, T. & Halberda, J. (2013). Young Children’s Understanding of ‘More’ and Discrimination of Area. Journal of Experimental Psychology: Learning, Memory & Cogntion (JEP:LMC), 39(2), 451-461. [pdf]

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. [pdf]

Im, H. Y. & Halberda, J. (2013). The effects of sampling and internal noise on the representation of ensemble average size. Attention, Perception, & Psychophysics 75(2), 278-286. [pdf]

Zosh, J.M., Brinster, M. & Halberda, J. (2013). Optimal contrast: Competition between two referents improves word learning. Applied Developmental Science, 17(1), 20-28. [pdf]
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2012

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. [pdf]

Halberda, J., Ly, R., Wilmer, J., Naiman, D., & Germine, L. (2012). Number Sense across the lifespan as revealed by a massive internet-based sample. Proceedings of the National Academy of Sciences (PNAS) 109(28), 11116-11120. doi/10.1073/pnas.1200196109. [pdf]
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2011

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. [pdf]

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. [pdf]

Pietroski, P., Lidz, J., Hunter, T., Odic, D. and Halberda, J. (2011). Seeing what you mean, mostly. Syntax and Semantics, 37, Special Issue: Experiments at the Interfaces; (Ed) Jeffrey T. Runner, 187-224. [pdf]

Mazzocco, M.M.M., Feigenson, L. & Halberda, J. (2011). Impaired acuity of the approximate number system underlies mathematical learning disability. Child Development, 82: 1224–1237. [pdf]

Lidz, J., Pietroski, P., Hunter, T. & Halberda, J. (2011). Interface transparency and the psychosemantics of ‘most’. Natural Language Semantics, 19, 227-256. [pdf]

Zosh, J.M., Halberda, J. & Feigenson, L. (2011). Memory for multiple visual ensembles in infancy. Journal of Experimental Psychology: General, 140(2), 141-158. doi: 10.1037/a0022925. [pdf]

Spiegel, C., & Halberda, J. (2011). Rapid fast-mapping abilities in 2-year-olds. Journal of Experimental Child Psychology, 109(1), 132-140. doi:10.1016/j.jecp.2010.10.013. [pdf]
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2010 and prior

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. [pdf]

Hunter, T., Halberda, J., Lidz, J. and Pietroski, P. (2009). Beyond Truth Conditions: the semantics of ‘most’. SALT 18, Proceedings of the Semantics and Linguistic Theory Conference.

Pietroski, P., Lidz, J., Hunter, T. & Halberda, J. (2009).The meaning of ‘Most’: semantics, numerosity, and psychology. Mind and Language, 24(5), 554-585. [pdf]

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. [pdf]

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

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. [pdf]

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. [pdf]

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. [pdf]

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

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. [pdf]

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

Halberda, J. (2003). The development of a word-learning strategy. Cognition, 87, B23-B34. [pdf]

Halberda, J.P., Middaugh, L.D., Gard, B.E., Jackson, B.P. (1997). DAD1- and DAD2 like agonist effects on motor activity of C57 mice: Differences compared to rats. Synapse, 26 (1), 81-92.

Bowers, R.L., Halberda, J.P., Mullen, L., May, K. (1997). Captopril alters schedule induced polydipsia, urination and defecation in rats. Pharmacology, Biochemistry, and Behavior, 57, 353-359.

Conference Talks

Organized Chronologically, by Conference

VSS, the Vision Sciences Society Annual Meeting

Pailian, H., Libertus, M., Feigenson, L., & Halberda, J. (2014). On the dynamic nature of VWM: Separate limits for the storage and manipulation of information

Pailian, H. & Halberda, J. (2013). Moving Beyond Storage Limitations: Exploring the Dynamic Manipulation of Representations in VWM

Odic, D. & Halberda, J. (2013) The independence of visual number and area processing: evidence from psychophysics, development, and eye-tracking

Halberda, J., Bavelier, D., Landau, B., Hellgren, K., Forsman, L., Jacques, T., & Libertus, M. (2013). Training of Number Sense transfers broadly

Wilmer, J. B., Germine, L., Ly, R., Hartshorne, J.K., Kwok, H., Pailian, H., Williams, M.A., & Halberda, J. (2012). The heritability and specificity of change detection ability

Halberda, J. (2009). An interface between vision and numerical cognition

Halberda, J., Hunter, T., Pietroski, P. & Lidz, J. (2008). An interface between language and vision: quantifier words and set-based processing

Halberda, J. & Feigenson, L. (2005). Counting without individuals: Rapid parallel enumeration implicates preattentive object-files

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SRCD, the Society for Research on Child Development

Libertus, M.E., Odic, D., Feigenson, L. & Halberda, J. (2015). Verbal number estimation predicts math ability and mediates the relation between numerical approximation and math ability

Halberda, J. (2013). Reasoning by exclusion: faces & voices, novel words and searching for objects

Halberda, J. (2011). The development of discrete and continuous quantification from infancy to childhood.

Halberda, J. & Zosh, J. M. (2011). Competition among referents in word learning

Libertus, M.E., Halberda, J. & Feigenson, L. (2011). Approximate Number Discrimination Correlates With Math Abilities in Preschoolers

Lidz, J., Halberda, J., Hunter, T., & Pietroski, P. (2009). Approximate and exact cardinality in the acquisition of most

Halberda, J. (2009). Mutual exclusivity as logical inference: Evidence for domain general disjunctive syllogism in 2-3 year olds

Halberda, J. (2005). Logical inference motivates word-learning in two-year-olds

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OPAM, Annual Meeting on Object Perception, Attention, and Memory

Pailian, H., & Halberda, J. (2013). Independent costs for storing and manipulating information in visual working memory

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CogSci, the Annual meeting of the Cognitive Science Society

Wellwood, A., Odic, D., Halberda, J. & Lidz, J. (2012). Choosing quantity over quality: Syntax guides interpretive preferences for novel superlatives

Halberda, J. (2010). An interface between vision, numerical cognition and word meanings

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AIC, Annual Interdisciplinary Conference

Halberda, J., Im, H. & Zhong, S. (2015). Clustering and number perception in random dot arrays

Halberda, J. & Im, H. (2014). Approximate number and average size are representations with no individuals

Halberda, J. (2013). An interface between vision, numerical cognition, and word meanings

Halberda, J. (2012). An ensemble group is selected and processed as a single item

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ICIS, the International Conference on Infant Studies

Halberda, J. (2010). The Approximate Number System supports the learning and use of quantifier terms in children and adults

Halberda, J. (2008). Developmental change in the computations that support the mapping of novel labels to novel objects

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BUCLD, the Boston University Conference on Language Development

Halberda, J., Lidz, J., Merickel, J., *Hunter, T. & Pietroski, P. (2009). Approximate number representations in the acquisition of ‘most’.

Halberda, J.P. (2002). Word-learning as logical inference: The case of mutual exclusivity

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LSA, the Linguistic Society of America

Halberda, J., Lidz, J., Pietroski, P., & Hunter, T. (2009). Set based visual processing in the acquisition of 'most'

Pietroski, P., Halberda, J., *Hunter, T., & Lidz, J. (2009). Beyond truth conditions: The semantics of 'most’

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SALT, conference of Semantic and Linguistic Theory

Hunter, T., Halberda, J., Lidz, J. & Pietroski, P. (2008). Beyond truth conditions: The semantics of ‘most’

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HOWL, Hopkins Workshop on Language: Grammar in Cognition

Halberda, J., Lidz, J., Pietroski, P. & Hunter, T. (2007). Language and number: Towards a psychosemantics for natural language quantifiers

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CDS, The Cognitive Development Society

Halberda, J., Libertus, M., Wang, J., Odic, D. & Feigenson, L. (2013). Intervention and transfer in the Approximate Number System (ANS)

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CLS, the Annual meeting of the Chicago Linguistic Society

Wellwood, A., Halberda, J., Hunter, T., Odic, D., Pietroski, P., & Lidz, J. (2012). Meaning more or most: evidence from 3-and-a-half year-olds.

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AERA, Annual meeting of The American Educational Research Association

Halberda, J, *Libertus, M. E. & Feigenson, L. (2013). The Approximate Number System (ANS): What is it and how might it be affecting classroom performance?

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EPA, The annual meeting of the Eastern Psychological Association

Halberda, J. (2006). Logical inference, domain generality, and word-learning

Taing, L., Halberda, J. & Feigenson, L. (2006). Counting in deaf and hearing individuals: An interaction of language and thought

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SPP-ESPP, Joint Conference of the Society for Philosophy & Psychology and The European Society for Philosophy & Psychology

Kouider, S., Feigenson, L., Wood, J., Halberda, J. & Carey, S. (2004). Infant’s understanding of the singular-plural distinction

Conference Posters

Organized Chronologically, by Conference

VSS, the Vision Sciences Society Annual Meeting

Eisinger, R., Im, H., Pailian, H. & Halberda, J. (2013). Ensemble-based Change Detection.

Im, H., Zhong, S., & Halberda, J. (2013). Biases in human number estimation are well-described by clustering algorithms from computer vision.

Pailian, H. & Halberda, J. (2012). The Cost of Manipulating Representations in Visual Working Memory.

Halberda, J., Pietroski, P., Hunter, T., Odic, D., Wellwood, A., & Lidz, J. (2012). More and Most: Spatial vision affects word understandings on an ipad.

Odic, D. & Halberda, J. (2012). Representations of difficulty and confidence in numerical discrimination.

Pailian, H., & Halberda, J. (2012). The cost of manipulating representations in working memory.

Im, H. & Halberda, J. (2012). Accurately modeling visual working memory performance at the individual trial level.

Ly, R., Im, H., Eisinger, R. & Halberda, J. (2012). Measuring the coefficient of variation with continuously varying arrays.

Eisinger, R., Ly, R., Im, H. & Halberda, J. (2012). Ensemble-based subitizing.

Halberda, J. (2011). An ensemble group functions as a single item for attention and memory.

Im, H. Y., Zhang, W., & Halberda, J. (2011). Capacity and resolution for approximate number in perception and memory.

Odic, D., Hock, H., & Halberda, J. (2011). The effect of confidence hysteresis on numerical discrimination.

Pailian, H. & Halberda, J. (2011). Individual Differences in VWM Capacity Assessed by the Flicker Task.

Im, H. Y. & Halberda, J. (2010). The time course of consolidation of ensemble feature in visual working memory.

Odic, D., Ly, R., Hunter, T., Pietroski, P., Lidz, J. & Halberda, J. (2010). Number and area perception engage similar representations: evidence from a discrimination task.

Ly, R., Im, H. Y. & Halberda, J. (2009). Spatial overlap of collections affects the resolution of ensemble features.

Halberda, J. (2007). Subitizing sets and set-based selection: Early visual features determine what counts as an individual for visual processing.

Zosh, J. M., Feigenson, L., & Halberda, J. (2007). Infants’ ability to enumerate multiple spatially-overlapping sets in parallel.

Franconeri, S., Halberda, J., Alvarez, G., & Feigenson, L., (2004). Common fate can define objects in multiple-object tracking.
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SRCD, the Society for Research on Child Development

Wang, J., Odic, D., Halberda, J. & Feigenson, L. (2015). Temporary changes to children’s ANS precision affect their symbolic math performance.

Pailian, H., Libertus, M., Feigenson, L., & Halberda, J. (2013). Developmental Changes in Visual Short-Term Memory (VSTM) Capacity Between Ages 3 and 8 Years.

Zosh, J.M., Verdine, B.N., Halberda, J. Hirsh-Pasek, K., & Golinkoff, R. (2013). Which is more? Approximate number sense varies by SES in preschoolers.

Pailian, H., Libertus, M., Feigenson, L., & Halberda, J. (2013). Measuring Individual Differences in Children’s Visual Short-Term Memory Capacity using the Flicker Paradigm.

Odic, D., Wellwood, A., Lidz, J., & Halberda, J. (2013) How word meanings interface with cognition: a case-study of children's acquisition of 'most'.

Odic, D., Libertus, M., Feigenson, L., & Halberda, J. (2013) The quantity of quantity: are visual area and number represented by one system, or two?

Mazzocco, M., Feigenson, L. & Halberda, J. (2011). Impaired Acuity of the Approximate Number System Underlies Mathematical Learning Disability (Dyscalculia).

Odic, D., Hunter, T., Lidz, J.L., Pietroski, P., Steven-White, A. & Halberda, J. (2011). Children's understanding of mass-noun "more".

Libertus, M., Stevenson, A., Odic D., Feigenson, L. & Halberda, J. (2011). The Developmental Vocabulary Assessment for Parents (DVAP): A Novel Tool to Measure Vocabulary Size in 3- to 5-year-old Children.

Mazzocco, M., Halberda, J. & Feigenson, L. (2011). Precision of the Approximate Number System (ANS) Predicts Later Mathematics Performance.

Shusterman, A., Slusser, E.B., Halberda, J. & Odic, D. (2011). Connecting Early Number Word Knowledge and Approximate Number System Acuity.

Spiegel, C., Yamaguchi, M., Heverly-Fitt, S. & Halberda, J. (2009). Children’s use of Disjunctive Syllogism in mapping novel voices to novel characters.

Yamaguchi, M., Austin, R., Halberda, J., & Feigenson, L. (2009). Preschoolers’ use of mutual exclusivity in a social context.

Spiegel, C., Nishimura, M., Hritz, A., & Halberda, J. (2009). Toddlers learn multiple new words in 3 seconds flat.

Halberda, J., Lidz, J., Hunter, T., Pietroski, P., & Ekman, K. (2009). Development of “most” comprehension in 42-60 month olds.

Yamaguchi, M., Halberda, J., & Feigenson, L. (2007). Preschoolers' use of mutual exclusivity for mapping individual faces & voices.

Zosh, J., Brinster, M. & Halberda, J. (2007). Inference Is Better Than Instruction.

Halberda, J.P. (2003). Two-year-olds’ fast-mapping of novel labels: How fast is fast?

Sorrentino, C. M. & Halberda, J.P. (2001). Do multiple proper names indicate multiple individuals? Evidence from children and adults.

Halberda, J.P. (1999). Do novel labels go with novel objects? Evidence from a new word learning paradigm.
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OPAM, Annual Meeting on Object Perception, Attention, and Memory

Odic, D., & Halberda, J. (2013). Visual magnitude comparison is massively parallel for objects and ensembles.
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CDS, The Cognitive Development Society

Wang, J., Odic, D., Halberda, J. & Feigenson, L. (2013). Temporary enhancements to children’s ANS precision improve their math performance. Poster presented at CDS, The Cognitive Development Society, October 18-19, Memphis, TN.

Libertus, M., Feigenson, L., & Halberda, J. (2011). Approximate number discrimination predicts later math ability in preschoolers. Seventh Biennial Meeting of the Cognitive Development Society, Philadelphia, USA.
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ICIS, The International Conference on Infant Studies

Odic, D., Libertus, M., Feigenson., L. & Halberda, J. (2012). The development of number and area acuity in young children.

Halberda, J., Le Corre, M., Odic, D. & Stevenson, A. (2010). Young children’s mapping between exact and approximate meanings for number words.

Halberda, J. & Nichols, S. (2010). Young children's understanding of possible and impossible events in a physical probability device.

López-González, M., Legendre, G. & Halberda, J. (2008). Acquisition of Spanish’s ser and estar: Experimental evidence for insensitivity to copular semantics.

Spiegel, C., Zosh, J. & Halberda, J. (2008). Children use Disjunctive Syllogism and fast-mapping to learn multiple novel labels in a single session.

Zosh, J., Feigenson, L. & Halberda, J. (2008). Parallel enumeration of multiple spatially-overlapping sets in infancy.

Feigenson, L. & Halberda, J.P. (2002). Looking at the limits on numerical ability: Infants chunks large sets into smaller sets.

Halberda, J.P. (2000). The novel label/novel object strategy: A case of developmental discontinuity?
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The Annual Conference of the Cognitive Science Society

Odic, D., Hock, H. and Halberda, J. (2011). The effect of confidence hysteresis on number perception and decision-making.
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HBM, Human Brain Mapping

Vogel, S., Price, G., Halberda, J., Ly, R. & Ansari, D. (2011). Cerebral correlates of non-symbolic numerical magnitude processing: the role of surface area.
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Meeting of the Jean Piaget Society

Slusser, E.B., Shusterman, A., Halberda, J. & Odic, D. (2011). The role of non-verbal numerical representations in the acquisition of early number word meanings.