Justin Halberda

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Lisa FeigensonProfessor of Psychological & Brain Sciences, Johns Hopkins UniversityVerified email at jhu.edu
Melissa LibertusAssociate professor, University of PittsburghVerified email at pitt.edu
Darko OdicAssociate Professor, University of British ColumbiaVerified email at psych.ubc.ca
paul pietroskiRutgers UniversityVerified email at rutgers.edu
Ryan LyPrinceton UniversityVerified email at princeton.edu
Laura Thi GermineMcLean Hospital and Harvard Medical SchoolVerified email at mclean.harvard.edu
Jeremy B WilmerProfessor of Psychology, Wellesley CollegeVerified email at wellesley.edu
Hee Yeon ImUniversity of British ColumbiaVerified email at ubc.ca
Daniel NaimanProfessor, Johns Hopkins UniversityVerified email at jhu.edu
Jinjing Jenny WangRutgers UniversityVerified email at rutgers.edu
Robert S. EisingerNeurology Resident, Hospital of the University of PennsylvaniaVerified email at pennmedicine.upenn.edu
Alejandro MaicheFacultad de Psicologia, Universidad de la República (UdelaR)Verified email at psico.edu.uy
Jennifer M ZoshProfessor of Human Development and Family Studies, Penn State University (Brandywine)Verified email at psu.edu
Stephen A. PetrillProfessor of Psychology, The Ohio State UniversityVerified email at osu.edu
Juan Carlos Valle LisboaResearcher, Cognitive Neuroscience, University of the Republic, Uruguay. Verified email at fcien.edu.uy
sheng-hua zhongAssociate Professor, Shenzhen UniversityVerified email at szu.edu.cn
alvaro mailhosFacultad de Psicología, Universidad de la República, UruguayVerified email at psico.edu.uy
alexis wellwooduniversity of southern californiaVerified email at usc.edu
Daphne BavelierU. of Geneva SwitzerlandVerified email at unige.ch
Mathieu Le CorreUniversidad Nacional Autónoma de MéxicoVerified email at comunidad.unam.mx

Justin Halberda

Johns Hopkins University

Verified email at jhu.edu

Psychology Cognitive Science Education Philosophy Linguistics


Title Sort by citations Sort by year Sort by title	Cited by Cited by	Year
Individual differences in non-verbal number acuity correlate with maths achievement J Halberda, MMM Mazzocco, L Feigenson Nature 455 (7213), 665-668, 2008	1950	2008
Developmental change in the acuity of the" Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults. J Halberda, L Feigenson Developmental psychology 44 (5), 1457, 2008	1284	2008
Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia) MMM Mazzocco, L Feigenson, J Halberda Child development 82 (4), 1224-1237, 2011	758	2011
Preschool acuity of the approximate number system correlates with school math ability ME Libertus, L Feigenson, J Halberda Developmental science 14 (6), 1292-1300, 2011	701	2011
Number sense across the lifespan as revealed by a massive Internet-based sample J Halberda, R Ly, JB Wilmer, DQ Naiman, L Germine Proceedings of the National Academy of Sciences 109 (28), 11116-11120, 2012	680	2012
Preschoolers' precision of the approximate number system predicts later school mathematics performance MMM Mazzocco, L Feigenson, J Halberda PLoS one 6 (9), e23749, 2011	610	2011
The development of a word-learning strategy J Halberda Cognition 87 (1), B23-B34, 2003	417	2003
Is approximate number precision a stable predictor of math ability? ME Libertus, L Feigenson, J Halberda Learning and individual differences 25, 126-133, 2013	337	2013
Links between the intuitive sense of number and formal mathematics ability L Feigenson, ME Libertus, J Halberda Child development perspectives 7 (2), 74-79, 2013	304	2013
Multiple spatially overlapping sets can be enumerated in parallel J Halberda, SF Sires, L Feigenson Psychological science 17 (7), 572-576, 2006	244	2006
Intuitive sense of number correlates with math scores on college-entrance examination ME Libertus, D Odic, J Halberda Acta psychologica 141 (3), 373-379, 2012	236	2012
Acquisition of English number marking: The singular-plural distinction S Kouider, J Halberda, J Wood, S Carey Language Learning and development 2 (1), 1-25, 2006	235	2006
Developmental change in the acuity of approximate number and area representations. D Odic, ME Libertus, L Feigenson, J Halberda Developmental psychology 49 (6), 1103, 2013	232	2013
Is this a dax which I see before me? Use of the logical argument disjunctive syllogism supports word-learning in children and adults J Halberda Cognitive psychology 53 (4), 310-344, 2006	227	2006
Infants chunk object arrays into sets of individuals L Feigenson, J Halberda Cognition 91 (2), 173-190, 2004	202	2004
Rapid fast-mapping abilities in 2-year-olds C Spiegel, J Halberda Journal of experimental child psychology 109 (1), 132-140, 2011	185	2011
Conceptual knowledge increases infants' memory capacity L Feigenson, J Halberda Proceedings of the National Academy of Sciences 105 (29), 9926-9930, 2008	176	2008
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance JJ Wang, D Odic, J Halberda, L Feigenson Journal of Experimental Child Psychology 147, 82-99, 2016	175	2016
The meaning of ‘most’: Semantics, numerosity and psychology P Pietroski, J Lidz, T Hunter, J Halberda Mind & Language 24 (5), 554-585, 2009	175	2009
Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities ME Libertus, L Feigenson, J Halberda Journal of experimental child psychology 116 (4), 829-838, 2013	144	2013

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