Justin Halberda

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	All	Since 2016
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Co-authors

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 GermineMcLean Hospital and Harvard Medical SchoolVerified email at mclean.harvard.edu
Jeremy B WilmerAssociate Professor of Psychology, Wellesley CollegeVerified email at wellesley.edu
Daniel NaimanProfessor, Johns Hopkins UniversityVerified email at jhu.edu
Alejandro MaicheFacultad de Psicologia, Universidad de la República (UdelaR)Verified email at psico.edu.uy
Robert S. EisingerUniversity of Florida College of Medicine, MD-PhD CandidateVerified email at ufl.edu
Jinjing Jenny WangRutgers UniversityVerified email at rutgers.edu
Hee Yeon ImUniversity of British ColumbiaVerified email at ubc.ca
Juan Carlos Valle LisboaResearcher, Cognitive Neuroscience, University of the Republic, Uruguay. Verified email at fcien.edu.uy
Jennifer M ZoshAssociate Professor of Human Development and Family Studies, Penn State University (Brandywine)Verified email at psu.edu
Yulia KovasProfessor of Genetics and Psychology, Goldsmiths, University of LondonVerified email at gold.ac.uk
Stephen A. PetrillProfessor of Psychology, The Ohio State UniversityVerified email at osu.edu
alvaro mailhosFacultad de Psicología, Universidad de la República, UruguayVerified email at psico.edu.uy
Mathieu Le CorreUniversidad Nacional Autónoma de MéxicoVerified email at comunidad.unam.mx
sheng-hua zhongAssociate Professor, Shenzhen UniversityVerified email at szu.edu.cn
Anna ShustermanWesleyan UniversityVerified email at wesleyan.edu

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	1448	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	907	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	542	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	520	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	459	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	440	2011
The development of a word-learning strategy J Halberda Cognition 87 (1), B23-B34, 2003	299	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	233	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	203	2013
Multiple spatially overlapping sets can be enumerated in parallel J Halberda, SF Sires, L Feigenson Psychological science 17 (7), 572-576, 2006	191	2006
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	182	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	179	2012
Infants chunk object arrays into sets of individuals L Feigenson, J Halberda Cognition 91 (2), 173-190, 2004	178	2004
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	167	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	152	2006
The meaning of ‘most’: Semantics, numerosity and psychology P Pietroski, J Lidz, T Hunter, J Halberda Mind & Language 24 (5), 554-585, 2009	137	2009
Conceptual knowledge increases infants' memory capacity L Feigenson, J Halberda Proceedings of the National Academy of Sciences 105 (29), 9926-9930, 2008	132	2008
Rapid fast-mapping abilities in 2-year-olds C Spiegel, J Halberda Journal of experimental child psychology 109 (1), 132-140, 2011	116	2011
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	111	2016
Developmental change in the acuity of the J Halberda, L Feigenson	111	2008

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