2026 Lisa Feigenson: Psychology Researcher – H-Index, Publications & Awards

Discipline name	D-Index	World Ranking	Current World Ranking	National Ranking	Current National Ranking	Publications	Citations
Psychology	36	9308	8701	4920	4482	96	15804

Lisa Feigenson publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Lisa Feigenson sits on this spectrum.

31 publications 705+

This scientist: 96 publications — 17th percentile

17% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Lisa Feigenson D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Lisa Feigenson sits on this spectrum.

30 D-Index 144+

This scientist: 36 D-Index — 19th percentile

19% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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

3415
Citations
Individual differences in non-verbal number acuity correlate with maths achievement

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

1913
Citations
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

1298
Citations
The Representations Underlying Infants' Choice of More: Object Files Versus Analog Magnitudes

Lisa Feigenson;Susan Carey;Marc Hauser

902
Citations
Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia).

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

748
Citations
Infants' Discrimination of Number vs. Continuous Extent

Lisa Feigenson;Susan Carey;Elizabeth Spelke

707
Citations
Observing the unexpected enhances infants’ learning and exploration

Aimee E. Stahl;Lisa Feigenson

671
Citations
Preschool acuity of the approximate number system correlates with school math ability

Melissa E. Libertus;Lisa Feigenson;Justin Halberda

668
Citations
Tracking individuals via object-files: evidence from infants' manual search

Lisa Feigenson;Susan Carey

619
Citations
Preschoolers' precision of the approximate number system predicts later school mathematics performance.

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

572
Citations
On the limits of infants' quantification of small object arrays

Lisa Feigenson;Susan Carey

473
Citations
Is Approximate Number Precision a Stable Predictor of Math Ability

Melissa E. Libertus;Lisa Feigenson;Justin Halberda

289
Citations
Links Between the Intuitive Sense of Number and Formal Mathematics Ability.

Lisa Feigenson;Melissa E. Libertus;Justin Halberda

282
Citations
Developmental change in the acuity of approximate number and area representations.

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

253
Citations
Multiple Spatially Overlapping Sets Can Be Enumerated in Parallel

Justin Halberda;Sean F. Sires;Lisa Feigenson

252
Citations
Infants chunk object arrays into sets of individuals

Lisa Feigenson;Justin Halberda

210
Citations
A double-dissociation in infants' representations of object arrays.

Lisa Feigenson

186
Citations
Conceptual knowledge increases infants' memory capacity

Lisa Feigenson;Justin Halberda

172
Citations
The equality of quantity.

Lisa Feigenson

169
Citations
Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance.

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

164
Citations
Impaired acuity of the approximate number system underlies mathematical learning disability

Michele M Mazzocco;L Feigenson;J Halberda

32
Citations

Frequent Co-Authors

Justin Halberda Johns Hopkins University

Melissa E. Libertus University of Pittsburgh

Michèle M.M. Mazzocco University of Minnesota

Susan Carey Harvard University

Elizabeth S. Spelke Harvard University

Brian J. Scholl Yale University

Stanislas Dehaene Collège de France

George A. Alvarez Harvard University

Barbara Landau Johns Hopkins University

Steven Franconeri Northwestern University

External Links

Personal website of Lisa Feigenson

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