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Psychology

D-Index
38
Citations
11195
World Ranking
8713
National Ranking
4637

Overview

Justin Halberda is affiliated with Johns Hopkins University in the United States and focuses on research intersecting mathematics and psychology. Their primary fields of study include mathematics with an emphasis on statistics and probability, as well as cognitive neuroscience and developmental and educational psychology.

Their research addresses cognitive and developmental aspects of mathematical skills, exploring how mathematical abilities emerge, develop, and relate to other cognitive processes. Halberda's work also covers mathematics education and teaching techniques, visual perception and processing mechanisms, child and animal learning development, reading and literacy development, neural and behavioral psychology studies, and visual and cognitive learning processes.

Frequent coauthors in Halberda's publications include Emily Sanford, Tyler Knowlton, Jeffrey Lidz, Paul M. Pietroski, and Chaz Firestone.

Among publication venues, Halberda most commonly publishes in the Journal of Vision, followed by the Journal of Numerical Cognition, Cognition, Open Mind, and Scientific Reports.

Notable recent papers authored or coauthored by Halberda include:

  • Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution, 2020, Scientific Reports
  • Emergence of the Link Between the Approximate Number System and Symbolic Math Ability, 2020, Child Development
  • Training nonsymbolic proportional reasoning in children and its effects on their symbolic math abilities, 2020, Cognition
  • The mental representation of universal quantifiers, 2021, Linguistics and Philosophy
  • Linguistic meanings as cognitive instructions, 2021, Annals of the New York Academy of Sciences

Best Publications

  • Individual differences in non-verbal number acuity correlate with maths achievement

    Justin Halberda;Michèle M. M. Mazzocco;Michèle M. M. Mazzocco;Lisa Feigenson

  • 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;Lisa Feigenson

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

    Michèle M. M. Mazzocco;Lisa Feigenson;Justin Halberda

  • Preschool acuity of the approximate number system correlates with school math ability

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

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

    Justin Halberda;Ryan Ly;Jeremy B. Wilmer;Daniel Q. Naiman

  • Preschoolers' precision of the approximate number system predicts later school mathematics performance.

    Michèle M. M. Mazzocco;Michèle M. M. Mazzocco;Lisa Feigenson;Justin Halberda

  • The development of a word-learning strategy

    Justin Halberda

  • Is Approximate Number Precision a Stable Predictor of Math Ability

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Links Between the Intuitive Sense of Number and Formal Mathematics Ability.

    Lisa Feigenson;Melissa E. Libertus;Justin Halberda

  • Developmental change in the acuity of approximate number and area representations.

    Darko Odic;Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Multiple Spatially Overlapping Sets Can Be Enumerated in Parallel

    Justin Halberda;Sean F. Sires;Lisa Feigenson

  • 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

  • Intuitive sense of number correlates with math scores on college-entrance examination

    Melissa E. Libertus;Darko Odic;Justin Halberda

  • Acquisition of English Number Marking: The Singular-Plural Distinction

    Sid Kouider;Justin Halberda;Justin Wood;Susan Carey

  • Infants chunk object arrays into sets of individuals

    Lisa Feigenson;Justin Halberda

  • Conceptual knowledge increases infants' memory capacity

    Lisa Feigenson;Justin Halberda

  • Rapid fast-mapping abilities in 2-year-olds

    Chad Spiegel;Justin Halberda

  • The Meaning of ‘Most’: Semantics, Numerosity and Psychology

    Paul Pietroski;Paul Pietroski;Jeffrey Lidz;Jeffrey Lidz;Tim Hunter;Tim Hunter;Justin Halberda;Justin Halberda

  • Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.

    Jinjing Jenny Wang;Darko Odic;Justin Halberda;Lisa Feigenson

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

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Impaired acuity of the approximate number system underlies mathematical learning disability

    Michele M Mazzocco;L Feigenson;J Halberda

Frequent Co-Authors

Lisa Feigenson
Lisa Feigenson Johns Hopkins University
Melissa E. Libertus
Melissa E. Libertus University of Pittsburgh
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Daphne Bavelier
Daphne Bavelier University of Geneva
Barbara Landau
Barbara Landau Johns Hopkins University
Susan Carey
Susan Carey Harvard University
C. Shawn Green
C. Shawn Green University of Wisconsin–Madison
Robert Plomin
Robert Plomin King's College London
Daniel J. Simons
Daniel J. Simons University of Illinois at Urbana-Champaign
George A. Alvarez
George A. Alvarez Harvard University

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