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Logic in babies

Science (American Association for the Advancement of Science), 2018-03, Vol.359 (6381), p.1214-1215

Halberda, Justin

2018

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Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers

PloS one, 2016-04, Vol.11 (4), p.e0153072-e0153072

2016

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Number sense across the lifespan as revealed by a massive Internet-based sample

Proceedings of the National Academy of Sciences - PNAS, 2012-07, Vol.109 (28), p.11116-11120

2012

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Observers Efficiently Extract the Minimal and Maximal Element in Perceptual Magnitude Sets: Evidence for a Bipartite Format

Psychological science, 2024-02, Vol.35 (2), p.162-174

2024

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

PloS one, 2011-09, Vol.6 (9), p.e23749-e23749

2011

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Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution

Scientific reports, 2020-05, Vol.10 (1), p.7689-7689, Article 7689

2020

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Links Between the Intuitive Sense of Number and Formal Mathematics Ability

Child development perspectives, 2013-06, Vol.7 (2), p.74-79

2013

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Conceptual knowledge increases infants' memory capacity

Proceedings of the National Academy of Sciences - PNAS, 2008-07, Vol.105 (29), p.9926-9930

2008

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

Journal of experimental child psychology, 2016-10, Vol.150, p.207-226

2016

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The effects of sampling and internal noise on the representation of ensemble average size

Attention, perception & psychophysics, 2013-02, Vol.75 (2), p.278-286

2013

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Psycholinguistic evidence for restricted quantification

Natural language semantics, 2023-09, Vol.31 (2-3), p.219-251

2023

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Successful discrimination of tiny numerical differences

Journal of numerical cognition, 2023-03, Vol.9 (1), p.196-205

2023

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Perceptual Input Is Not Conceptual Content

Trends in cognitive sciences, 2019-08, Vol.23 (8), p.636-638

Halberda, Justin

2019

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Developmental Change in the Acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults

Developmental psychology, 2008-09, Vol.44 (5), p.1457-1465

2008

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Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability

Frontiers in psychology, 2020-08, Vol.11, p.2085-2085

2020

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Approximate number system discrimination training for 7-8 year olds improves approximate, but not exact, arithmetics, and only in children with low pre-training arithmetic scores

Journal of numerical cognition, 2020-12, Vol.6 (3), p.275-303

2020

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Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

Frontiers in human neuroscience, 2021-06, Vol.15, p.688144-688144

2021

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There is no such thing as a “Just Noticeable” Difference

Journal of vision (Charlottesville, Va.), 2022-12, Vol.22 (14), p.3670

2022

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What does it mean to visually estimate: Re-understanding internal noise as internal confidence for time, space and number

Journal of vision (Charlottesville, Va.), 2018-09, Vol.18 (10), p.1177

Halberda, Justin

2018

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Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits

Journal of numerical cognition, 2022-03, Vol.8 (1), p.123-147

2022

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The Channel Between Perception and Cognition Is Perfect: The JND Does Not Exist

Journal of vision (Charlottesville, Va.), 2021-09, Vol.21 (9), p.1870

2021

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Rapid fast-mapping abilities in 2-year-olds

Journal of experimental child psychology, 2011-05, Vol.109 (1), p.132-140

2011

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Individuals and non-individuals in cognition and semantics: The mass/count distinction and quantity representation

Glossa (London), 2019, Vol.3 (1)

2019

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Non-numerical features fail to predict numerical performance in real-world stimuli

Cognitive development, 2024-01, Vol.69, p.101415, Article 101415

2024

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That just doesn’t add up: Continuous visual features fail to determine the number of items, and number behavior, in visual scenes

Journal of vision (Charlottesville, Va.), 2020-10, Vol.20 (11), p.751

2020

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Logic in babies

Acquisition of the Cardinal Principle Coincides with Improvement in Approximate Number System Acuity in Preschoolers

Number sense across the lifespan as revealed by a massive Internet-based sample

Observers Efficiently Extract the Minimal and Maximal Element in Perceptual Magnitude Sets: Evidence for a Bipartite Format

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

Age and Species Comparisons of Visual Mental Manipulation Ability as Evidence for its Development and Evolution

Links Between the Intuitive Sense of Number and Formal Mathematics Ability

Conceptual knowledge increases infants' memory capacity

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

The effects of sampling and internal noise on the representation of ensemble average size

Psycholinguistic evidence for restricted quantification

Successful discrimination of tiny numerical differences

Perceptual Input Is Not Conceptual Content

Developmental Change in the Acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-Year-Olds and Adults

Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability

Approximate number system discrimination training for 7-8 year olds improves approximate, but not exact, arithmetics, and only in children with low pre-training arithmetic scores

Approximate Number Sense in Students With Severe Hearing Loss: A Modality-Neutral Cognitive Ability

There is no such thing as a “Just Noticeable” Difference

What does it mean to visually estimate: Re-understanding internal noise as internal confidence for time, space and number

Improving mathematics performance in 7-year-old children: Training the mapping from estimated quantities to Arabic digits

The Channel Between Perception and Cognition Is Perfect: The JND Does Not Exist

Rapid fast-mapping abilities in 2-year-olds

Individuals and non-individuals in cognition and semantics: The mass/count distinction and quantity representation

Non-numerical features fail to predict numerical performance in real-world stimuli

That just doesn’t add up: Continuous visual features fail to determine the number of items, and number behavior, in visual scenes

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