Research Topics
| Justin HalberdaSummaryAffiliation: Johns Hopkins University Country: USA Publications
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Publications
Number sense across the lifespan as revealed by a massive Internet-based sampleJustin 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....
Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adultsJustin 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...- Individual differences in non-verbal number acuity correlate with maths achievementJustin 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... 
Is this a dax which I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adultsJustin 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...- Multiple spatially overlapping sets can be enumerated in parallelJustin 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... - Preschool acuity of the approximate number system correlates with school math abilityMelissa 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... - Rapid fast-mapping abilities in 2-year-oldsChad 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... - Conceptual knowledge increases infants' memory capacityLisa 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... - Infants chunk object arrays into sets of individualsLisa 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... - 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... - Intuitive sense of number correlates with math scores on college-entrance examinationMelissa 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... - A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and VoicesMariko 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... - The development of a word-learning strategyJustin 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...