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Psychology

D-Index
36
Citations
6420
World Ranking
9455
National Ranking
5006

Overview

Melissa E. Libertus is affiliated with the University of Pittsburgh in the United States. Their research primarily intersects the fields of Social Sciences, Mathematics, and Psychology. Within these broad domains, Libertus has published extensively in subfields such as Education, Statistics and Probability, Developmental and Educational Psychology, Experimental and Cognitive Psychology, and Automotive Engineering.

Libertus's work addresses several core topics, with significant focus on cognitive and developmental aspects of mathematical skills, early childhood education and development, parental involvement in education, reading and literacy development, mathematics education and teaching techniques, education methods and practices, and child and animal learning development.

Their publication record includes notable papers such as:

  • "Screen Time in the Coronavirus 2019 Era: International Trends of Increasing Use Among 3- to 7-Year-Old Children" (2021, The Journal of Pediatrics)
  • "Parents' use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills" (2020, Early Childhood Research Quarterly)
  • "When beliefs matter most: Examining children's math achievement in the context of parental math anxiety" (2020, Journal of Experimental Child Psychology)
  • "Understanding the unique contributions of home numeracy, inhibitory control, the approximate number system, and spontaneous focusing on number for children's math abilities" (2020, Mathematical Thinking and Learning)
  • "Environmental influences on mathematics performance in early childhood" (2022, Nature Reviews Psychology)

Frequent co-authors in Libertus's research include Leanne Elliott, Heather J. Bachman, Elizabeth Votruba-Drzal, Alex M. Silver, and Shirley Duong.

Their contributions appear regularly in several publication venues, among which the most common are:

  • Journal of Experimental Child Psychology
  • Frontiers in Psychology
  • Early Childhood Research Quarterly
  • Learning and Instruction
  • Journal of Numerical Cognition

Best Publications

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

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Number sense in infancy predicts mathematical abilities in childhood

    Ariel Starr;Melissa E. Libertus;Melissa E. Libertus;Elizabeth M. Brannon

  • Electrophysiological evidence for notation independence in numerical processing

    Melissa E Libertus;Marty G Woldorff;Elizabeth M Brannon

  • The neural development of an abstract concept of number

    Jessica F. Cantlon;Melissa E. Libertus;Philippe Pinel;Stanislas Dehaene

  • 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

  • Stable individual differences in number discrimination in infancy

    Melissa E. Libertus;Elizabeth M. Brannon

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

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

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

    Melissa E. Libertus;Darko Odic;Justin Halberda

  • The General Movement Assessment Helps Us to Identify Preterm Infants at Risk for Cognitive Dysfunction.

    Christa Einspieler;Arend F. Bos;Melissa E. Libertus;Peter B. Marschik

  • Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families

    Leanne Keller;Melissa Libertus

  • Behavioral and Neural Basis of Number Sense in Infancy

    Melissa E. Libertus;Elizabeth M. Brannon

  • Electrophysiological measures of time processing in infant and adult brains: Weber's law holds

    Elizabeth M. Brannon;Melissa E. Libertus;Warren H. Meck;Marty G. Woldorff

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

    Melissa E. Libertus;Lisa Feigenson;Justin Halberda

  • Understanding sources of individual variability in parents’ number talk with young children

    Leanne Elliott;Emily J. Braham;Melissa E. Libertus

  • Number trumps area for 7-month-old infants.

    Melissa E. Libertus;Ariel Starr;Elizabeth M. Brannon

  • No intrinsic gender differences in children's earliest numerical abilities.

    Alyssa J. Kersey;Alyssa J. Kersey;Emily J. Braham;Kelsey D. Csumitta;Melissa E. Libertus

  • Comment on “Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures”

    Jessica F. Cantlon;Jessica F. Cantlon;Sara Cordes;Melissa E. Libertus;Elizabeth M. Brannon

  • Infants Show Ratio-dependent Number Discrimination Regardless of Set Size

    Ariel B Starr;Melissa E Libertus;Elizabeth M Brannon

  • The precision of mapping between number words and the approximate number system predicts children's formal math abilities.

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

Frequent Co-Authors

Justin Halberda
Justin Halberda Johns Hopkins University
Lisa Feigenson
Lisa Feigenson Johns Hopkins University
Elizabeth M. Brannon
Elizabeth M. Brannon University of Pennsylvania
Jessica F. Cantlon
Jessica F. Cantlon Carnegie Mellon University
Marty G. Woldorff
Marty G. Woldorff Duke University
Kevin A. Pelphrey
Kevin A. Pelphrey University of Virginia
Elizabeth Votruba-Drzal
Elizabeth Votruba-Drzal University of Pittsburgh
Peter B. Marschik
Peter B. Marschik University of Göttingen
Christian D. Schunn
Christian D. Schunn University of Pittsburgh
Barbara Landau
Barbara Landau Johns Hopkins University

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