Justin Halberda

Dados Biográficos

ID1464388
NOMEJustin Halberda
PRENOMESJustin
SOBRENOMEHalberda
ASSINATURAHALBERDA J
AFILIAÇÕESJohns Hopkins University
ORCID0000-0002-5619-3249
VERIFICADOSim
TOTAL DE OBRAS13
TOTAL DE CITAÇÕES36
TOTAL COMO AUTOR13
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2003
ANO MAIS RECENTE DE PUBLICAÇÃO2024
ÍNDICE H3

  • A Continuity in Logical Development

    Open AccessNicolò Cesana-Arlotti, Justin HalberdaARTICLEOpen MIND2024

    Children grow up surrounded by opportunities to learn (the language of their community, the movements of their body, other people's preferences and mental lives, games, social norms, etc.). Here, we find that toddlers (N = 36; age range 2.3–3.2 years) rely on a logical reasoning strategy, Disjunctive Inference (i.e., A OR B, A is ruled out, THEREFORE, B), across a variety of situations, all before they have any formal education or extensive exper…

  • A Shared Intuitive (Mis)understanding of Psychophysical Law Leads Both Novices and Educated Students to Believe in a Just Noticeable Difference (JND)

    Open AccessEmily M Sanford, Justin HalberdaARTICLEOpen MIND2023

    Humans are both the scientists who discover psychological laws and the thinkers who behave according to those laws. Oftentimes, when our natural behavior is in accord with those laws, this dual role serves us well: our intuitions about our own behavior can serve to inform our discovery of new laws. But, in cases where the laws that we discover through science do not agree with the intuitions and biases we carry into the lab, we may find it harder…

  • Psycholinguistic evidence for restricted quantification

    Open AccessTimothy Knowlton, Paul Pietroski et al.ARTICLENatural Language Semantics2023Referências: 62

  • The mental representation of universal quantifiers

    Open AccessTimothy Knowlton, Paul Pietroski et al.ARTICLELinguistics and Philosophy2022

  • Bias and noise in proportion estimation

    Open AccessCamilo Gouet, Wei Jin et al.ARTICLECognition2021

  • Emergence of the Link Between the Approximate Number System and Symbolic Math Ability

    Open AccessJessie J Wang, Justin Halberda et al.ARTICLEChild Development2021

    Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional…

  • Infants Extract Frequency Distributions from Variable Approximate Numerical Information

    Open AccessMelissa E Libertus, Lisa Feigenson et al.ARTICLEInfancy2018

    Previous research shows that infants represent approximate number: After habituation to a constant numerosity (e.g., eight dots), 6‐month‐old infants dishabituate to a novel numerosity (e.g., 16 dots). However, numerical information in the real world is far more variable and rarely offers repeated presentations of a single quantity. Instead, we often encounter quantities in the form of distributions around a central tendency. It remains unknown w…

  • Optimal Contrast

    Jennifer M Zosh, Meredith Brinster et al.ARTICLEApplied Developmental Science2013

    Does making an inference lead to better learning than being instructed directly? Two experiments evaluated preschoolers' ability to learn new words, comparing their memory for words learned via inference or instruction. On Inference trials, one familiar and one novel object was presented and children were asked to “Point at the [object name (i.e., pizer)].” These trials required the child to infer that the novel label referred to the novel object…

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

    Darko Odic, Melissa E Libertus et al.ARTICLEDevelopmental Psychology2013Citada por: 4Referências: 3

    From very early in life, humans can approximate the number and surface area of objects in a scene. The ability to discriminate between 2 approximate quantities, whether number or area, critically depends on the ratio between the quantities, with the most difficult ratio that a participant can reliably discriminate known as the Weber fraction. While developmental improvements in the Weber fraction have been demonstrated for number, the development…

  • Interface transparency and the psychosemantics of most

    Open AccessJeffrey Lidz, Paul Pietroski et al.ARTICLENatural Language Semantics2011Citada por: 4Referências: 32

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

    Open AccessJustin Halberda, Michèle M M Mazzocco et al.ARTICLENature2008

  • "Developmental change in the acuity of the "number sense

    Justin Halberda, Lisa FeigensonARTICLEDevelopmental Psychology2008Citada por: 28Referências: 4

    Behavioral, neuropsychological, and brain imaging research points to a dedicated system for processing number that is shared across development and across species. This foundational Approximate Number System (ANS) operates over multiple modalities, forming representations of the number of objects, sounds, or events in a scene. This system is imprecise and hence differs from exact counting. Evidence suggests that the resolution of the ANS, as spec…

  • The development of a word-learning strategy

    Open AccessJustin HalberdaARTICLECognition2003