Behavioral and EEG studies with infants:
We are interested in how infants' concept of number develops and what might shape individual differences in infants' numerical skills. In previous research, we have shown that individual differences in infants’ ability to discriminate between different numbers of objects are fairly stable (Libertus & Brannon, 2010; Libertus, Brannon & Woldorff, 2011) and we are now following up on this work in order to identify the sources of these early individual differences.
Behavioral and eye-tracking studies with preschoolers:
We are interested in how preschoolers' foundational number skills are related to their emerging mathematical abilities and what might shape individual differences in these skills. In previous research, we have shown that individual differences in preschoolers' ability to discriminate between different numbers of objects are predictive of their later math abilities (Libertus, Feigenson & Halberda, 2011; 2013a; 2013b) and we are now following up on this work in order to identify the sources of these individual differences and whether foundational number skills can be trained with the goal to improve math abilities.
Behavioral and eye-tracking studies with adults:
We are interested in the relation between foundational number skills and mathematical abilities in adults who have received years of formal education in mathematics. In previous research, we have shown that individual differences in college students' ability to discriminate between different numbers of objects are associated with their math abilities (Libertus, Odic & Halberda, 2012) and we are now following up on this work in order to identify the sources of these individual differences and whether foundational number skills can be trained with the goal to improve math abilities.