Conceptual knowledge increases infants' memory capacity

Por Feigenson, Lisa, Halberda, Justin
Publicado em 2008

Eye movements reveal distinct encoding patterns for number and cumulative surface area in random dot arrays

Por Odic, Darko, Halberda, Justin
Publicado no J Vis (2015)

Hysteresis Affects Approximate Number Discrimination in Young Children

Por Odic, Darko, Hock, Howard, Halberda, Justin
Publicado no J Exp Psychol Gen (2012)

Memory for multiple visual ensembles in infancy

Por Zosh, Jennifer M., Halberda, Justin, Feigenson, Lisa
Publicado em 2011

Preschool Acuity of the Approximate Number System Correlates with School Math Ability

Por Libertus, Melissa E., Feigenson, Lisa, Halberda, Justin
Publicado em 2011

Intuitive Sense of Number Correlates With Math Scores on College-Entrance Examination

Por Libertus, Melissa E., Odic, Darko, Halberda, Justin
Publicado em 2012

Is Approximate Number Precision a Stable Predictor of Math Ability?

Por Libertus, Melissa E., Feigenson, Lisa, Halberda, Justin
Publicado em 2013

Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities

Por Libertus, Melissa E., Feigenson, Lisa, Halberda, Justin
Publicado em 2013

Links Between the Intuitive Sense of Number and Formal Mathematics Ability

Por Feigenson, Lisa, Libertus, Melissa E., Halberda, Justin
Publicado em 2013

Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance

Por Mazzocco, Michèle M. M., Feigenson, Lisa, Halberda, Justin
Publicado em 2011

Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia)

Por Mazzocco, Michèle M. M., Feigenson, Lisa, Halberda, Justin
Publicado no Child Dev (2011)

Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers

Por Shusterman, Anna, Slusser, Emily, Halberda, Justin, Odic, Darko
Publicado no PLoS One (2016)

Understanding the mapping between numerical approximation and number words: Evidence from Williams syndrome and typical development

Por Libertus, Melissa E., Feigenson, Lisa, Halberda, Justin, Landau, Barbara
Publicado em 2014

Developmental Change in the Acuity of Approximate Number and Area Representations

Por Odic, Darko, Libertus, Melissa E., Feigenson, Lisa, Halberda, Justin
Publicado no Dev Psychol (2012)

The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children’s Formal Math Abilities

Por Libertus, Melissa E., Odic, Darko, Feigenson, Lisa, Halberda, Justin
Publicado no J Exp Child Psychol (2016)

Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance

Por Wang, Jinjing (Jenny), Odic, Darko, Halberda, Justin, Feigenson, Lisa
Publicado no J Exp Child Psychol (2016)

Young Children’s Understanding of “More” and Discrimination of Number and Surface Area

Por Odic, Darko, Pietroski, Paul, Hunter, Tim, Lidz, Jeffrey, Halberda, Justin
Publicado no J Exp Psychol Learn Mem Cogn (2012)

Number sense across the lifespan as revealed by a massive Internet-based sample

Por Halberda, Justin, Ly, Ryan, Wilmer, Jeremy B., Naiman, Daniel Q., Germine, Laura
Publicado em 2012