Lisa Feigenson
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Most Influential Person Now
Psychologist
Lisa Feigenson's AcademicInfluence.com Rankings
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Psychology
Lisa Feigenson's Degrees
- PhD Psychology Stanford University
Why Is Lisa Feigenson Influential?
(Suggest an Edit or Addition)According to Wikipedia, Lisa Feigenson is Professor of Psychological and Brain Sciences at Johns Hopkins University and co-director of the Johns Hopkins University Laboratory for Child Development. Feigenson is known for her research on the development of numerical abilities, working memory, and early learning. She has served on the editorial board of Cognition and the Journal of Experimental Psychology: General.
Lisa Feigenson's Published Works
Number of citations in a given year to any of this author's works
Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author
Published Works
- Core systems of number (2004) (2155)
- Individual differences in non-verbal number acuity correlate with maths achievement (2008) (1249)
- Developmental change in the acuity of the "Number Sense": The Approximate Number System in 3-, 4-, 5-, and 6-year-olds and adults. (2008) (811)
- The Representations Underlying Infants' Choice of More: Object Files Versus Analog Magnitudes (2002) (550)
- Impaired acuity of the approximate number system underlies mathematical learning disability (dyscalculia). (2011) (468)
- Preschool acuity of the approximate number system correlates with school math ability. (2011) (452)
- Infants' Discrimination of Number vs. Continuous Extent (2002) (443)
- Tracking individuals via object-files: evidence from infants' manual search (2003) (384)
- Preschoolers' Precision of the Approximate Number System Predicts Later School Mathematics Performance (2011) (362)
- Observing the unexpected enhances infants’ learning and exploration (2015) (359)
- On the limits of infants' quantification of small object arrays (2005) (294)
- Is Approximate Number Precision a Stable Predictor of Math Ability? (2013) (206)
- Links Between the Intuitive Sense of Number and Formal Mathematics Ability. (2013) (197)
- Multiple Spatially Overlapping Sets Can Be Enumerated in Parallel (2006) (177)
- Developmental change in the acuity of approximate number and area representations. (2013) (145)
- The equality of quantity (2007) (135)
- Conceptual knowledge increases infants' memory capacity (2008) (110)
- A double-dissociation in infants' representations of object arrays (2005) (106)
- Infants chunk object arrays into sets of individuals (2004) (103)
- Numerical approximation abilities correlate with and predict informal but not formal mathematics abilities. (2013) (87)
- Changing the precision of preschoolers' approximate number system representations changes their symbolic math performance. (2016) (72)
- Absence of visual experience modifies the neural basis of numerical thinking (2016) (72)
- Expectancy violations promote learning in young children (2017) (60)
- The precision of mapping between number words and the approximate number system predicts children's formal math abilities. (2016) (51)
- Predicting sights from sounds: 6-month-olds' intermodal numerical abilities. (2011) (44)
- Memory for multiple visual ensembles in infancy. (2011) (41)
- A Developmental Vocabulary Assessment for Parents (DVAP): Validating Parental Report of Vocabulary Size in 2- to 7-Year-Old Children (2015) (37)
- Parallel non-verbal enumeration is constrained by a set-based limit (2008) (35)
- Memory load affects object individuation in 18-month-old infants. (2012) (32)
- Infants hierarchically organize memory representations. (2013) (32)
- Seven-month-old infants chunk items in memory. (2012) (29)
- Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development. (2014) (28)
- Objects, Sets, and Ensembles (2011) (28)
- Bidirectional, Longitudinal Associations Between Math Ability and Approximate Number System Precision in Childhood (2018) (27)
- Social knowledge facilitates chunking in infancy. (2014) (27)
- Approximate number sense correlates with math performance in gifted adolescents. (2017) (26)
- Violations of Core Knowledge Shape Early Learning (2018) (20)
- Infants use temporal regularities to chunk objects in memory (2016) (20)
- COLOR VISION IN THE CEBUS MONKEY. (1965) (19)
- Origins and endpoints of the core systems of number. Reply to Fias and Verguts (2004) (18)
- Array heterogeneity prevents catastrophic forgetting in infants (2015) (18)
- Limits on Infants' Ability to Dynamically Update Object Representations. (2009) (18)
- Set representations required for the acquisition of the “natural number” concept (2008) (17)
- Visual working memory capacity increases between ages 3 and 8 years, controlling for gains in attention, perception, and executive control (2016) (16)
- A One-to-One Bias and Fast Mapping Support Preschoolers' Learning About Faces and Voices (2010) (16)
- Developmental origins of recoding and decoding in memory (2014) (16)
- Young children 'solve for x' using the Approximate Number System. (2015) (14)
- Violations of expectation trigger infants to search for explanations (2020) (13)
- Factors influencing infants' ability to update object representations in memory. (2013) (13)
- Numerical cognition is resilient to dramatic changes in early sensory experience (2018) (11)
- Numerical knowledge in infancy: The number/mass distinction (1998) (11)
- Is Empiricism Innate? Preference for Nurture Over Nature in People’s Beliefs About the Origins of Human Knowledge (2019) (10)
- Stable individual differences in infants’ responses to violations of intuitive physics (2021) (10)
- Infants recognize counting as numerically relevant. (2019) (8)
- Effects of Visual Training of Approximate Number Sense on Auditory Number Sense and School Math Ability (2020) (8)
- 3 Continuity of Format and Computation in Short-Term Memory Development (2007) (8)
- When Out of Sight is Out of Mind: Perceiving Object Persistence Through Occlusion vs. Implosion (2004) (8)
- Beyond ‘what’ and ‘how many’: (2009) (8)
- Emergence of the Link Between the Approximate Number System and Symbolic Math Ability. (2020) (7)
- Infants use linguistic group distinctions to chunk items in memory. (2018) (7)
- Better together: Multiple lines of evidence for a link between approximate and exact number representations: A reply to Merkley, Matejko, and Ansari. (2017) (6)
- Online measures of looking and learning in infancy (2021) (5)
- Online measures of looking and learning in infancy. (2021) (5)
- Hysteresis-induced changes in preverbal infants’ approximate number precision (2018) (5)
- A dissociation between small and large numbers in young children’s ability to “solve for x” in non-symbolic math problems (2017) (4)
- Cues to object persistence in infancy: Tracking objects through occlusion vs. implosion (2010) (4)
- When Not Choosing Leads to Not Liking: Choice-Induced Preference in Infancy (2020) (4)
- Dynamic changes in numerical acuity in 4-month-old infants. (2020) (3)
- Developmental Vocabulary Assessment for Parents (2016) (2)
- Infants use statistical regularities to chunk items in visual working memory. (2013) (2)
- Visual cortex of congenitally blind individuals responds to symbolic number. (2015) (2)
- Infants Extract Frequency Distributions from Variable Approximate Numerical Information (2018) (2)
- Preschoolers represent others’ false beliefs about emotions (2020) (2)
- Infants' ability to enumerate multiple spatially-overlapping sets in parallel (2010) (2)
- Neural basis of approximate number in congenital blindness (2021) (1)
- Surprise Enhances Early Learning (2016) (1)
- Common fate can define objects in multiple object tracking (2004) (1)
- Adults store up to 3 featurally-overlapping sets in working memory (2010) (1)
- Counting without individuals: Rapid parallel enumeration of sets implicates preattentive object files (2010) (1)
- Short-Term Memory Development (2006) (0)
- Evolution and Development of Signature Limits in Mental Manipulation (2019) (0)
- 7 month-old infants use chunking to increase working memory capacity (2009) (0)
- Visual working memory capacity increases between ages 3 and 8 years, controlling for gains in attention, perception, and executive control (2016) (0)
- Neural basis of approximate number system develops independent of visual experience (2019) (0)
- Information pursuit as a model for efficient visual search (2014) (0)
- Data for: Infants Use Linguistic Group Distinctions to Chunk Items in Memory (2018) (0)
- What aspects of counting help infants attend to numerosity? (2022) (0)
- A critical period for number-related plasticity in the visual cortex of blind individuals (2017) (0)
- Indexing Crazy 8 s : Measuring the Effects of an Extra-Curricular Math Experience on Children ’ s Math Attitudes (2018) (0)
- "Yay! Yuck!" toddlers use others' emotional responses to reason about hidden objects. (2022) (0)
- Array heterogeneity prevents catastrophic working memory failure in infants (2010) (0)
- On the dynamic nature of VWM: Separate limits for the storage and manipulation of information (2014) (0)
- “Yay! Yuck!” Toddlers use incongruent emotions to reason about hidden objects (2020) (0)
- Developmental evidence for a capacity-resolution tradeoff in working memory (2010) (0)
- Infants' abilities to parse and enumerate orthogonal ensembles (2011) (0)
- Heterogeneous object arrays increase working memory capacity in 7-month old infants (2010) (0)
- Plasticity and functional connectivity in foveal and peripheral V1 of congenitally blind individuals (2016) (0)
- Early understanding of ownership helps infants efficiently organize objects in memory (2023) (0)
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