Justin Halberda

Summary

Affiliation: Johns Hopkins University
Country: USA

Publications

  1. pmc Number sense across the lifespan as revealed by a massive Internet-based sample
    Justin Halberda
    Department of Applied Mathematics and Statistics, The Johns Hopkins University, Baltimore, MD 21218, USA
    Proc Natl Acad Sci U S A 109:11116-20. 2012
  2. doi request reprint Individual differences in non-verbal number acuity correlate with maths achievement
    Justin Halberda
    Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA
    Nature 455:665-8. 2008
  3. ncbi request reprint Multiple spatially overlapping sets can be enumerated in parallel
    Justin Halberda
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Psychol Sci 17:572-6. 2006
  4. ncbi request reprint Is this a dax which I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adults
    Justin Halberda
    Department of Psychological and Brain Sciences, 3400 North Charles St, Johns Hopkins University, Baltimore, MD 21218, USA
    Cogn Psychol 53:310-44. 2006
  5. doi request reprint Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults
    Justin Halberda
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Dev Psychol 44:1457-65. 2008
  6. doi request reprint Developmental change in the acuity of approximate number and area representations
    Darko Odic
    Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Dev Psychol 49:1103-12. 2013
  7. pmc Preschool acuity of the approximate number system correlates with school math ability
    Melissa E Libertus
    Department of Psychological and Brain Sciences, Johns Hopkins University, MD 21218, USA
    Dev Sci 14:1292-300. 2011
  8. doi request reprint Young children's understanding of "more" and discrimination of number and surface area
    Darko Odic
    Department of Psychological and Brain Sciences, Johns Hopkins University, Ames Hall, 3400 N Charles Street, Baltimore, MD 21218, USA
    J Exp Psychol Learn Mem Cogn 39:451-61. 2013
  9. doi request reprint Rapid fast-mapping abilities in 2-year-olds
    Chad Spiegel
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    J Exp Child Psychol 109:132-40. 2011
  10. doi request reprint The effects of sampling and internal noise on the representation of ensemble average size
    Hee Yeon Im
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Atten Percept Psychophys 75:278-86. 2013

Detail Information

Publications17

  1. pmc Number sense across the lifespan as revealed by a massive Internet-based sample
    Justin Halberda
    Department of Applied Mathematics and Statistics, The Johns Hopkins University, Baltimore, MD 21218, USA
    Proc Natl Acad Sci U S A 109:11116-20. 2012
    ....
  2. doi request reprint Individual differences in non-verbal number acuity correlate with maths achievement
    Justin Halberda
    Johns Hopkins University, Ames Hall, 3400 North Charles Street, Baltimore, Maryland 21218, USA
    Nature 455:665-8. 2008
    ..Further research will determine whether early differences in number sense acuity affect later maths learning, whether maths education enhances number sense acuity, and the extent to which tertiary factors can affect both...
  3. ncbi request reprint Multiple spatially overlapping sets can be enumerated in parallel
    Justin Halberda
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Psychol Sci 17:572-6. 2006
    ..This suggests that participants can select a subset of items from a complex array as a single individual set, which then serves as the input to the approximate number system...
  4. ncbi request reprint Is this a dax which I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adults
    Justin Halberda
    Department of Psychological and Brain Sciences, 3400 North Charles St, Johns Hopkins University, Baltimore, MD 21218, USA
    Cogn Psychol 53:310-44. 2006
    ..Experiment 3 reveals that similar processes govern preschoolers' mapping of novel labels. Taken together, these results suggest that word-learners use Disjunctive Syllogism to motivate the mapping of novel labels to novel objects...
  5. doi request reprint Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults
    Justin Halberda
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Dev Psychol 44:1457-65. 2008
    ..We show that the resolution of this system continues to increase throughout childhood, with adultlike levels of acuity attained surprisingly late in development...
  6. doi request reprint Developmental change in the acuity of approximate number and area representations
    Darko Odic
    Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Dev Psychol 49:1103-12. 2013
    ..We discuss these findings in the context of quantity processing and its development...
  7. pmc Preschool acuity of the approximate number system correlates with school math ability
    Melissa E Libertus
    Department of Psychological and Brain Sciences, Johns Hopkins University, MD 21218, USA
    Dev Sci 14:1292-300. 2011
    ..These findings provide evidence for a relationship between the primitive sense of number and math ability starting early in life...
  8. doi request reprint Young children's understanding of "more" and discrimination of number and surface area
    Darko Odic
    Department of Psychological and Brain Sciences, Johns Hopkins University, Ames Hall, 3400 N Charles Street, Baltimore, MD 21218, USA
    J Exp Psychol Learn Mem Cogn 39:451-61. 2013
    ....
  9. doi request reprint Rapid fast-mapping abilities in 2-year-olds
    Chad Spiegel
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    J Exp Child Psychol 109:132-40. 2011
    ..We conclude that 2-year-olds are able to fast map novel nouns during a brief single exposure under ambiguous labeling conditions...
  10. doi request reprint The effects of sampling and internal noise on the representation of ensemble average size
    Hee Yeon Im
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA
    Atten Percept Psychophys 75:278-86. 2013
    ..This ensemble process may be more similar to texture processing...
  11. pmc Intuitive sense of number correlates with math scores on college-entrance examination
    Melissa E Libertus
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, United States
    Acta Psychol (Amst) 141:373-9. 2012
    ..e., mathematics) scores. This relationship remained robust even when controlling for SAT-Verbal scores, suggesting a small but specific relationship between our primitive sense for number and formal mathematical abilities...
  12. pmc Conceptual knowledge increases infants' memory capacity
    Lisa Feigenson
    Department of Psychological and Brain Sciences, The Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA
    Proc Natl Acad Sci U S A 105:9926-30. 2008
    ..Our findings demonstrate that without instruction, and in the absence of robust language, a fundamental memory computation is available throughout the lifespan, years before the development of explicit metamemorial strategies...
  13. pmc Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities
    Melissa E Libertus
    Department of Psychological and Brain Sciences, Johns Hopkins University, Baltimore, MD 21218, USA Electronic address
    J Exp Child Psychol 116:829-38. 2013
    ..These results add to our growing understanding of the relationship between an unlearned nonsymbolic system of quantity representation and the system of mathematics reasoning that children come to master through instruction. ..
  14. doi request reprint Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)
    Michele M M Mazzocco
    Math Skills Development Project, Kennedy Krieger Institute, Baltimore, MD 21211, USA
    Child Dev 82:1224-37. 2011
    ..This relation persists even when controlling for domain-general abilities. Furthermore, this ANS precision does not differentiate low-achieving from typically achieving students, suggesting an ANS deficit that is specific to MLD...
  15. ncbi request reprint Infants chunk object arrays into sets of individuals
    Lisa Feigenson
    Johns Hopkins University, Baltimore, MD, USA
    Cognition 91:173-90. 2004
    ..These results suggest that by binding individuals into sets, infants can increase their representational capacity. This is the first evidence for chunking abilities in infants...
  16. doi request reprint A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices
    Mariko Moher
    Department of Psychological and Brain Sciences, Johns Hopkins University
    Cogn Sci 34:719-51. 2010
    ..These findings suggest that preschoolers' rapid learning about faces and voices may be aided by biases that are similar to those that support word learning...
  17. ncbi request reprint The development of a word-learning strategy
    Justin Halberda
    Department of Psychology, New York University, New York, NY, USA
    Cognition 87:B23-34. 2003
    ..Experiment 2 established that this increase in looking to the car was due solely to hearing the novel label "dax". Several possible interpretations of the surprising form of failure at 14 months are discussed...