Roman Feiman

Department of Psychology University of California, San Diego, La Jolla, CA 
"Roman Feiman"
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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
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