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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 28 1 Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits ... Ferres-Forga, Nuria; Halberda, Justin; Batalla-Ferres, Ariadna. - : PsychOpen GOLD, 2022 BASE Show details 2 Determiners are "conservative" because their meanings are not relations: evidence from verification Knowlton, Tyler Zarus; Pietroski, Paul; Williams, Alexander... In: Semantics and Linguistic Theory; Proceedings of SALT 30; 206-226 ; 2163-5951 (2021) BASE Show details 3 Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution Pailian, Hrag; Carey, Susan E.; Halberda, Justin... In: Sci Rep (2020) BASE Show details 4 Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability Libertus, Melissa E.; Odic, Darko; Feigenson, Lisa... In: Front Psychol (2020) BASE Show details 5 The Precision of Mapping Between Number Words and the Approximate Number System Predicts Children’s Formal Math Abilities Libertus, Melissa E.; Odic, Darko; Feigenson, Lisa. - 2016 BASE Show details 6 Eye movements reveal distinct encoding patterns for number and cumulative surface area in random dot arrays Odic, Darko; Halberda, Justin. - : The Association for Research in Vision and Ophthalmology, 2015 BASE Show details 7 Meaning more or most : evidence from 3-and-a-half year-olds Wellwood, Alexis; Halberda, Justin; Hunter, Tim... In: Proceedings of the forty-eighth (48.) annual meeting of the Chicago Linguistic Society (2014), S. 589-604 Leibniz-Zentrum Allgemeine Sprachwissenschaft Show details 8 Understanding the mapping between numerical approximation and number words: Evidence from Williams syndrome and typical development Libertus, Melissa E.; Feigenson, Lisa; Halberda, Justin. - 2014 BASE Show details 9 Objects and Substances in Vision, Language, and Development Odic, Darko. - 2014 BASE Show details 10 Links Between the Intuitive Sense of Number and Formal Mathematics Ability Feigenson, Lisa; Libertus, Melissa E.; Halberda, Justin. - 2013 BASE Show details 11 Young Children’s Understanding of “More” and Discrimination of Number and Surface Area Odic, Darko; Pietroski, Paul; Hunter, Tim; Lidz, Jeffrey; Halberda, Justin. - 2012 Abstract: The psychology supporting the use of quantifier words (e.g., “some,” “most,” “more”) is of interest to both scientists studying quantity representation (e.g., number, area) and to scientists and linguists studying the syntax and semantics of these terms. Understanding quantifiers requires both a mastery of the linguistic representations and a connection with cognitive representations of quantity. Some words (e.g., “many”) refer to only a single dimension, whereas others, like the comparative “more,” refer to comparison by numeric (“more dots”) or nonnumeric dimensions (“more goo”). In the present work, we ask 2 questions. First, when do children begin to understand the word “more” as used to compare nonnumeric substances and collections of discrete objects? Second, what is the underlying psychophysical character of the cognitive representations children utilize to verify such sentences? We find that children can understand and verify sentences including “more goo” and “more dots” at around 3.3 years—younger than some previous studies have suggested—and that children employ the Approximate Number System and an Approximate Area System in verification. These systems share a common underlying format (i.e., Gaussian representations with scalar variability). The similarity in the age of onset we find for understanding “more” in number and area contexts, along with the similar psychophysical character we demonstrate for these underlying cognitive representations, suggests that children may learn “more” as a domain-neutral comparative term. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4388197 http://www.ncbi.nlm.nih.gov/pubmed/22686847 https://doi.org/10.1037/a0028874 BASE Hide details 12 Interface transparency and the psychosemantics of "most" Lidz, Jeffrey; Halberda, Justin; Hunter, Tim... In: Natural language semantics. - Dordrecht : Springer 19 (2011) 3, 227-256 BLLDB OLC Linguistik Show details 13 A one-to-one bias and fast mapping support preschoolers' learning about faces and voices Moher, Mariko; Feigenson, Lisa; Halberda, Justin In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 34 (2010) 5, 719-751 BLLDB Show details 14 CHAPTER 6 - SEEING WHAT YOU MEAN, MOSTLY Pietroski, Paul; Lidz, Jeff; Hunter, Tim... In: Syntax and semantics. - Leiden : Brill 37 (2010), 181-218 OLC Linguistik Show details 15 The meaning of "most": semantics, numerosity and psychology Lidz, Jeffrey; Halberda, Justin; Hunter, Tim... In: Mind & language. - Oxford : Wiley-Blackwell 24 (2009) 5, 554-585 BLLDB OLC Linguistik Show details 16 The development of "most" comprehension and its potential dependence on counting ability in preschoolers Halberda, Justin; Taing, Len; Lidz, Jeffrey In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 4 (2008) 2, 99-121 BLLDB OLC Linguistik Show details 17 Set representations required for the acquisition of the “natural number” concept Halberda, Justin; Feigenson, Lisa; Rips, Lance J... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 655 OLC Linguistik Show details 18 From numerical concepts to concepts of number : [including open peer commentary and authors' response] Halberda, Justin (Komm.); Lourenco, Stella F. (Komm.); Smith, Leslie (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 623-687 BLLDB OLC Linguistik Show details 19 Developmental change in the acuity of the 'number sense': the approximate number system in 3-, 4-, 5-, and 6-year-olds and adults Halberda, Justin; Feigenson, Lisa In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 44 (2008) 5, 1457-1465 BLLDB Show details 20 Individual differences in non-verbal number acuity correlate with maths achievement Halberda, Justin; Mazzocco, Michèle M. M.; Feigenson, Lisa In: Nature. - London : Macmillan Publishers Limited, part of Springer Nature 455 (2008) 7213, 665-668 BLLDB Show details Page: 1 2

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