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Psychology

D-Index
36
Citations
15804
World Ranking
9311
National Ranking
4919

Research.com Recognitions

  • 2015 - Troland Research Awards, United States National Academy of Sciences For her meticulous investigations of the origins and early development of representations of objects and numbers. Her research on cognition in infancy illuminates the foundations of young children's mathematical reasoning and learning.

Overview

Lisa Feigenson is affiliated with Johns Hopkins University in the United States. Their research primarily addresses cognitive development with a focus on early childhood learning and numerical cognition.

The scientist's recent publications include:

  • Violations of expectation trigger infants to search for explanations (2021, Cognition)
  • Online measures of looking and learning in infancy (2021, Infancy)
  • Stable individual differences in infants' responses to violations of intuitive physics (2021, Proceedings of the National Academy of Sciences)
  • Emergence of the Link Between the Approximate Number System and Symbolic Math Ability (2020, Child Development)
  • Dynamic changes in numerical acuity in 4-month-old infants (2020, Infancy)

Frequent co-authors collaborating with this scientist include:

  • Alexis Sierra Smith-Flores
  • Jasmin Perez
  • Jinjing Wang
  • Aimee E. Stahl
  • Justin Halberda

Common venues where this scientist publishes work encompass:

  • Infancy
  • Cognition
  • Proceedings of the National Academy of Sciences
  • Cognitive Development
  • Child Development

Research fields engaged by Lisa Feigenson include:

  • Psychology
  • Social Sciences

Specialized subfields within these areas cover:

  • Developmental and Educational Psychology
  • Education
  • Statistics and Probability
  • Cognitive Neuroscience
  • Social Psychology

The primary topics explored relate to:

  • Child and Animal Learning Development
  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Reading and Literacy Development
  • Neuroendocrine regulation and behavior
  • Face Recognition and Perception
  • Memory and Neural Mechanisms

Lisa Feigenson received the Troland Research Award from the United States National Academy of Sciences in 2015. The award citation references their investigations of the origins and early development of object and number representations, emphasizing research on cognition in infancy and its relation to foundational aspects of mathematical reasoning and learning in young children.

Best Publications

  • Core systems of number

    Lisa Feigenson;Stanislas Dehaene;Elizabeth Spelke

  • 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

  • The Representations Underlying Infants' Choice of More: Object Files Versus Analog Magnitudes

    Lisa Feigenson;Susan Carey;Marc Hauser

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

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

  • Infants' Discrimination of Number vs. Continuous Extent

    Lisa Feigenson;Susan Carey;Elizabeth Spelke

  • Observing the unexpected enhances infants’ learning and exploration

    Aimee E. Stahl;Lisa Feigenson

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

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Tracking individuals via object-files: evidence from infants' manual search

    Lisa Feigenson;Susan Carey

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

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

  • On the limits of infants' quantification of small object arrays

    Lisa Feigenson;Susan Carey

  • 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

  • Infants chunk object arrays into sets of individuals

    Lisa Feigenson;Justin Halberda

  • A double-dissociation in infants' representations of object arrays.

    Lisa Feigenson

  • Conceptual knowledge increases infants' memory capacity

    Lisa Feigenson;Justin Halberda

  • The equality of quantity.

    Lisa Feigenson

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

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

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

    Michele M Mazzocco;L Feigenson;J Halberda

Frequent Co-Authors

Justin Halberda
Justin Halberda Johns Hopkins University
Melissa E. Libertus
Melissa E. Libertus University of Pittsburgh
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Susan Carey
Susan Carey Harvard University
Elizabeth S. Spelke
Elizabeth S. Spelke Harvard University
Brian J. Scholl
Brian J. Scholl Yale University
Stanislas Dehaene
Stanislas Dehaene Collège de France
George A. Alvarez
George A. Alvarez Harvard University
Barbara Landau
Barbara Landau Johns Hopkins University
Steven Franconeri
Steven Franconeri Northwestern University

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