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Publications

  1. Wang, J. J., Yang, Y., Macias, C., & Bonawitz, E. (under revision). Children with more immature intuitive theories seek domain-relevant information.
  2. Wang, J. J., Halberda, J., & Feigenson, L. (accepted). Emergence of the link between the Approximate Number System and symbolic math ability.
  3. Wang, J. J., & Feigenson, L. (2019). Is empiricism innate? Adults’ and children’s beliefs about the origins of human knowledge. Open Mind.
  4. Wang, J. J., & Feigenson, L. (2019). Infants recognize counting as numerically relevant. Developmental Science.
  5. Wang J. J. & Bonawitz E. (2019) Active information seeking using the Approximate Number System. Proceedings of the 41st Annual Conference of the Cognitive Science Society.
  6. Wang, J. J., Libertus, M. E., & Feigenson, L. (2018) Hysteresis-induced changes in infants’ approximate number precision. Cognitive Development, 47, 107-116.
  7. Wang, J. J., Halberda, J., & Feigenson, L. (2017). Approximate number sense correlates with math performance in gifted adolescents. Acta Psychologica, 176, 78-84.
  8. Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2017). Better together: Multiple lines of evidence for a link between approximate and exact number representations: A reply to Merkley, Matejko, and Ansari. Journal of Experimental Child Psychology, 153, 168-172.
  9. Wang, J. J., Odic, D., Halberda, J., & Feigenson, L. (2016). Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance. Journal of Experimental Child Psychology, 147, 82-99.
  10. Johannes, K., Wang, J., Papafragou, A., & Landau, B. (2015). Similarity and variation in the distribution of spatial expressions across three languages. Proceedings of the 37th Annual Meeting of the Cognitive Science Society.
  11. Wang, J., Li, P., & Carey, S. (2013). Exploring language and thought relation in learning how stuff counts. In Proceedings of the 37th Boston University Child Development Conference (pp. 456-68).