In Press
Sanford, E. M., Topaz, C., & Halberda, J. Modeling magnitude discrimination: Effects of internal precision and attentional weighting of feature dimensions. Cognitive Science.
[pdf]
___________
2024
D Odic, T Knowlton, A Wellwood, P Pietroski, J Lidz, J Halberda. (2024)
Observers Efficiently Extract the Minimal and Maximal Element in Perceptual Magnitude Sets: Evidence for a Bipartite Format
Psychological Science 35 (2), 162-174 [pdf]
Sanford, E. M. & Halberda, J. (2024)
Non-numerical features fail to predict numerical performance in real-world stimuli. Cognitive Development, 69, 101415. [pdf]
___________
2023
Knowlton, T., Pietroski, P., Williams, A., Halberda, J., & Lidz, J. (2023)
Psycholinguistic evidence for restricted quantification. Natural Language Semantics, 31(2-3), 219-251.
Sanford, E. M. & Halberda, J. (2023).
A shared intuitive (mis)understanding of psychophysical law leads both novices and educated students to believe in a Just Noticeable Difference (JND). Open Mind, 7, 785-801.
Knowlton, T., Halberda, J., Pietroski, P., & Lidz, J. (2023).
Individuals versus ensembles and each versus every: Linguistic framing affects performance in a change detection task. Glossa Psycholinguistics, 2(1): 16, pp. 1–30. DOI: Click
___________
2022
Knowlton, Pietroski, Halberda, & Lidz (2022).
The mental representation of universal quantifiers. Linguistics & Philosophy.
Ferres-Forga, N., Halberda, J., *Batalla-Ferres, A., & Bonatti, L. L. (2022).
Improving Mathematics Performance in 7-Year-Old Children: Training the Mapping From Estimated Quantities to Arabic Digits. Journal of Numerical Cognition, 8(1), 123-147. Click
___________
2021
Gouet, C., *Jin, W., Naiman, D. Q., Peña, M., & Halberda, J. (2021).
Bias and noise in proportion estimation: A mixture psychophysical model. Cognition, 213, 104805.
Maa, H., *Bu, X., *Sanford, E., *Zeng, T., & Halberda, J. (2021).
Approximate number sense in students with severe hearing loss: A modality-neutral cognitive ability. Frontiers in Human Neuroscience – Cognitive Neuroscience, 15, 688144. doi:10.3389/fnhum.2021.688144
Knowlton, Hunter, Odic, Wellwood, Halberda, Pietroski, & Lidz (2021).
Linguistic meanings as cognitive instructions. Annals of the New York Academy of Sciences.
[pdf]
Knowlton, Pietroski, Williams, Halberda, & Lidz (2021).
Determiners are "conservative" because their meanings are not relations: evidence from verification. Proceedings of Semantics and Linguistic Theory 30.
___________
2020
Ferres-Forga, N. & Halberda, J. (2020).
Approximate Number System Discrimination Training for 7-8 Year Olds Improves Approximate, but not Exact, Arithmetics, and Only in Children With Low Pre-Training Arithmetic Scores. Journal of Numerical Cognition, Vol. 6(3), Click
Pomè, A., *Thompson, D., Burr, D. C., & Halberda, J. (2020).
Location-and object-based attention enhance number estimation. Attention, Perception, & Psychophysics, 1-11.
Libertus, M.E., Odic, D., Feigenson, L. & Halberda (2020).
Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability. Frontiers in Psychology, Click
Pailian, H., Carey, S.E., Halberda, J. & Pepperberg, I.M. (2020).
Age and species comparisons of visual mental manipulation ability as evidence for its development and evolution. Scientific reports 10 (1), 1-7.
Gouet, C., *Carvajal, S., Halberda, J., & Peña, M. (2020).
Training nonsymbolic proportional reasoning in children and its effects on their symbolic math abilities. Cognition, 197, 104154.
___________
2019
Halberda, J. (2019).
Perceptual Input Is Not Conceptual Content. Trends in cognitive sciences.
Pailian, H., Simons, D. J., *Wetherhold, J., & Halberda, J. (2019).
Using the flicker task to estimate visual working memory storage capacity. Attention, Perception, & Psychophysics, 1-19.
Elliott, L., Feigenson, L., Halberda, J., & Libertus, M. E. (2019).
Bidirectional, Longitudinal Associations Between Math Ability and Approximate Number System Precision in Childhood. Journal of Cognition and Development, 20(1), 56-74.
___________
2018
Libertus, M., Feigenson, L. & Halberda, J. (2018).
Infants extract frequency distributions from variable approximate numerical information. Infancy, 23(1), 29-44.
Odic, D., Pietroski, P., Hunter, T., Halberda, J., & Lidz, J. (2018).
Individuals and non-individuals in cognition and semantics: The mass/count distinction and quantity representation. Glossa: a journal of general linguistics, 3(1).
___________
2017
Libertus, M.E., *Liu, A., *Pikul, O., *Jacques, T., *Cardoso-Leite, P., Halberda, J. & Bavelier, D. (2017).
The impact of action video game training on mathematical abilities in adults. AERA Open, 3(4), 1-13.
*Wang, J., Odic, D., Halberda, J., & Feigenson, L. (2017).
Better together: Multiple lines of evidence for a link between approximate and exact number representations. A reply to Merkley, Matejko & Ansari. Journal of Experimental Child Psychology, 153, 168-172.
Wang, J., Halberda, J. & Feigenson, L. (2017).
Approximate number sense correlates with mathematics performance in gifted adolescents. Acta Psychologica, 176, 78-84.
Delgado, C., Jones, M.G., *You, H.S., Robertson, L., Chestnutt, K., Halberda, J. (2017).
Scale and the evolutionarily-based Approximate Number System: An exploratory study. International Journal of Science Education, 39(8), 1008-1024.
___________
2016
Valle-Lisboa, J., Cabana, Á., *Eisinger, R., Mailhos, Á., Luzardo, M., Halberda, J. & Maiche, A. (2016).
Cognitive abilities that mediate SES's effect on elementary mathematics learning: The Uruguayan tablet-based intervention. Prospects: Comparative Journal of Curriculum, Learning, and Assessment, 46(2), 301-315.
*Odic, D., Im, H., *Eisinger, R., *Ly, R., & Halberda, J. (2016).
PsiMLE: A maximum-likelihood estimation approach to estimating psychophysical scaling and variability more reliably, efficiently, and flexibly. Behavior Research Methods 48: 445.
Pailian, H., Libertus, M.E., Feigenson, L. & Halberda, J. (2016).
Visual working memory capacity increases between ages 3 and 8 years, controlling for gains in attention, perception, and executive control. Attention, Perception and Psychophysics, 78:1556-1573.
Libertus, M., Odic, D., Feigenson, L. & Halberda, J. (2016).
The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children’s Formal Math Abilities. Journal of Experimental Child Psychology 150, 207-226.
*Wang, J. , *Odic, D., Halberda, J., & Feigenson, L (2016).
Changing preschoolers’ approximate number system changes their symbolic math performance. Journal of Experimental Child Psychology 147, 82-99.
*Im, H. Y., *Zhong, S., & Halberda, J. (2016).
Grouping by proximity and the visual impression of approximate number in random dot arrays. Vision Research, 126, 291-307.
Shusterman, A., *Slusser, E., Halberda, J. & *Odic, D. (2016).
Acquisition of the cardinal principle coincides with improvement in Approximate Number System acuity in preschoolers. PLoS ONE 11 (4), e0153072.
Odic, D., Valle Lisboa, J., *Eisinger, R., Gonzalez, M, Maiche, A., & Halberda, J. (2016).
Approximate number and approximate time discrimination each correlate with school math abilities in young children. Acta Psychologica, 163, 17-26.
___________
2015
Odic, D., & Halberda, J. (2015).
Eye movements reveal distinct encoding patterns of number and cumulative surface area in random dot arrays. Journal of Vision, 15(15):5, 1–15.
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, 16(3):442–454.
*Odic, D., Le Corre, M., & Halberda, J. (2015).
Children's mappings between number words and the approximate number system. Cognition, 138, 102-121.
*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, 43(3), 397-420.
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]
___________
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]
___________
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]
___________
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]
___________
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]
___________
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.