Roman Feiman
Affiliations: | Department of Psychology | University of California, San Diego, La Jolla, CA |
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Publications
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| Gomes V, Doherty R, Smits D, et al. (2023) It's not just what we don't know: The mapping problem in the acquisition of negation. Cognitive Psychology. 145: 101592 |
| Feiman R, Mody S, Carey S. (2022) The development of reasoning by exclusion in infancy. Cognitive Psychology. 135: 101473 |
| Schneider RM, Brockbank E, Feiman R, et al. (2021) Counting and the ontogenetic origins of exact equality. Cognition. 218: 104952 |
| Skordos D, Feiman R, Bale A, et al. (2020) Do Children Interpret ‘or’ Conjunctively? Journal of Semantics. 37: 247-267 |
| Feiman R, Hartshorne JK, Barner D. (2019) Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers. Cognition. 183: 192-207 |
| Reuter T, Feiman R, Snedeker J. (2017) Getting to No: Pragmatic and Semantic Factors in Two- and Three-Year-Olds' Understanding of Negation. Child Development |
| Feiman R, Mody S, Sanborn S, et al. (2017) What Do You Mean, No? Toddlers’ Comprehension of Logical “No” and “Not” Language Learning and Development. 13: 430-450 |
| Feiman R, Snedeker J. (2016) The logic in language: How all quantifiers are alike, but each quantifier is different. Cognitive Psychology. 87: 29-52 |
| Feiman R, Carey S, Cushman F. (2015) Infants' representations of others' goals: representing approach over avoidance. Cognition. 136: 204-14 |