Associate Professor, University of Pittsburgh Department of Psychology
Research Scientist, Learning Research & Development Center
- Neural and behavioral basis of numerical cognition
- Development of quantitative understanding
- Developmental cognitive neuroscience
- Individual differences in math achievement
- Relationship between working memory, attention, and mathematical abilities
- Developmental dyscalculia
- Interventions for math difficulties
Libertus, M. E., Feigenson, L. & Halberda, J. (2018). Infants extract frequency distributions from variable approximate numerical information. Infancy, 23(1), 29-44.
Liu, R., Schunn, C. D., Fiez, J. A., & Libertus, M. E. (2018). The integration between nonsymbolic and symbolic numbers: Evidence from an EEG study. Brain and Behavior, 8(4).
Zheng, P., & Libertus, M. (2018). The role of parental education, household income, and race on parents' academic beliefs and the provision of home learning opportunities for 4- to 8-year-old children. Journal of Educational and Developmental Psychology, 8(1), 118-132.
Braham, E., Elliot, L., & Libertus, M. E. (2018). Using hierarchical linear models to examine approximate number system acuity: The role of trial-level and participant-level characteristics. Frontiers in Psychology, 9, 1-14.
Wang, J., Libertus, M., & Feigenson, L. (2018). Hysteresis-induced changes in preverbal infants’ approximate number precision. Cognitive Development, 47, 107-116.
Kersey, A., Braham, E., Csumsitta, K., Libertus, M., & Cantlon, J. (2018). No intrinsic gender differences in children's earliest numerical abilities. Science of Learning, 3(12).
Libertus, K., Landa, R. J., & Haworth, J. L. (2017). Development of attention to faces during the first 3 years: Influences of stimulus type. Frontiers in Psychology, 8(1976).
Libertus, M., E., Liu, A., Pikul, O., Jacques, T., Cardoso-Leite, P., Halberda, J., & Bavelier, D. (2017). The impact of action video game training on mathematical abilities in adults. AERA Open.
Libertus, M., Braham, E., & Liu, R. (2017). Infants discriminate number: Evidence against the prerequisite of visual object individuation and the primacy of continuous magnitude. Behavioral and Brain Sciences, 40.
Libertus, K., Libertus, M., Einspieler, C., & Marschik, P. (2017). "What" matters more than "Why" - Neonatal behaviors initiate social responses. Behavioral and Brain Sciences, 40.
Möhring, W., Liu, R., & Libertus, M. E. (2017). Infants’ speed discrimination: Effects of different ratios and spatial orientations. Infancy.
Libertus, M. E., Forsman, L., Adén, U., & Hellgren, K. (2017). Deficits in approximate number system acuity and mathematical abilities in 6.5-year-old children born extremely preterm. Frontiers in Psychology, 8 (1175).
Braham, E., & Libertus, M. (2017). Intergenerational associations in numerical approximation and mathematical abilities. Developmental Science, 20(5).
Elliott, L., Braham, E. J., & Libertus, M. L. (2017). Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology, 159, 1-15.
Pailian, H., Libertus, M., Feigenson, L., & Halberda, J. (2016). Developmental changes in visual short-term memory (VSTM) capacity between ages 3 and 8 years. Attention, Perception, & Psychophysics, 78, 1556-1573.
Einspieler, C., Bos, A., Libertus, M., Marschik, P. (2016). The general movement assessment helps us to identify preterm infants at risk for cognitive dysfunction. Frontiers in Psychology, 7.
Libertus, M. E., Odic, D., Feigenson, L., Halberda, J. (2016). The precision of mapping between number words and the approximate number system predicts children’s formal math abilities. Journal of Experimental Child Psychology, 150, 207-226.
Libertus, M. E. (2015). The role of intuitive approximation skills for school math abilities. Mind, Brain, and Education, 9(9), 112-120. http://dx.doi.org/10.1111/mbe.12072
Keller, L. E., & Libertus, M. (2015). Inhibitory control may not explain the link between approximation and math abilities in kindergarteners from middle class families. Frontiers in Developmental Psychology, 6, 685.
Libertus, M., Odic, D., Feigenson, L., & Halberda, J. (2015). A developmental vocabulary assessment for parents (DVAP): Validating parental report of vocabulary size in 2-7-year-olds. Journal of Cognition and Development.
Libertus, M. E., Feigenosn, L., Halberda, J., & Landau, B. (2014). Understanding the mapping between numerical approximation and number words: evidence from Williams syndrome and typical development. Developmental Science, 1-15.
Libertus, M., Starr, A., & Brannon, E. (2014). Number trumps area for 7-month-old infants. Developmental Psychology, 50(1), 108-112.
Libertus, M., Marschik, P. B., Einspieler, C. (2014). Number word use in toddlerhood predicts number recall performance at seven years of age. PLoS ONE, 9(6).
Starr, A., Libertus, M., Brannon, E. (2013). Infants show ratio-dependent number discrimination regardless of set size. Infancy, 18(6), 927-941.
Hellgren, K., Halberda, J., Forsman, L., Aden, U., Libertus, M. (2013). Compromised approximate number sense in extremely preterm school-aged children. Developmental Medicine and Child Neurology, 55(12), 1109-1114.
Melissa Libertus is featured in Fox8, News4JAX, and WFMZ-TV 69 News for her interview on, "Are boys and girls born equal when it comes to math?"
April 3, 2019
Melissa Libertus and Emily Braham were featured on MyScience on September 7 in an article titled, "Boys and Girls Share Similar Math Abilities at Young Ages, Study Finds", which referenced their research paper, "No Intrinsic Gender Differences in Children’s Earliest Numerical Abilities."
September 7, 2018
Education Week covered a recent paper by Leanne Elliott, Emily Braham, and Melissa Libertus. The article is titled "Does Higher-Level Number Talk Hold Key to Better Math Scores for Young Children?" The paper referenced is "Understanding Sources of Individual Variability in Parents' Number Talk with Young Children."
March 23, 2018
Melissa Libertus is featured in the October 6 PittWire story “Psychology Researcher Wants to Figure Out How Adults and Children Learn Math.”
October 6, 2017
The Discipline-Based Science Education Research Center (Db-SERC) awarded a Mentor-Mentee Award to Melissa Libertus, Associate Professor, Psychology, and LRDC Research Scientist, and Emily Braham, LRDC graduate student, for "Students in cognitive development learn to apply knowledge and communicate effectively through blog posts for parents."
August 16, 2017
The National Science Foundation (NSF) awarded one of only 19 grants given to cross-disciplinary teams across the United States to Melissa Libertus (P.I.), Associate Professor, Psychology, Marc Coutanche, Assistant Professor, Psychology, and Julie Fiez, Professor, Psychology, Neuroscience, CNBC and Communication Sciences and Disorders, to conduct innovative research on neural and cognitive systems.
August 8, 2017
Principal Investigator Melissa Libertus, Associate Professor, Psychology, and LRDC Research Scientist, and co-PIs Elizabeth Votruba-Drzal, Assistant Professor, Psychology, and LRDC Center Associate and Heather Bachman were awarded an LRDC Internal Award for “How Low- and High-SES Parents Support Young Children’s Mathematical Thinking."
Principal Investigator Jana Iverson and co-PIs Julie Fiez, Adjunct Faculty, University of Pittsburgh and Carnegie Mellon University, and LRDC Senior Scientist, Melissa Libertus, Associate Professor, Psychology, and LRDC Research Scientist, and Elizabeth Votruba-Drzal, Assistant Professor, Psychology, and LRDC Center Associate were awarded an APA grant for Summer Undergraduate Psychology Research Experience (SUPRE) in May 2017.
Melissa Libertus, LRDC Research Scientist and Associate Professor, Psychology, and LRDC alum Roberta Golinkoff, Professor, Education, University of Delaware, have authored the HeraldNet article "Viewpoints: Improving students’ STEM scores begins at home."
January 15, 2017
Melissa Libertus, LRDC Research Scientist and Associate Professor, Psychology, and LRDC alum Roberta Golinkoff, Professor, Education, University of Delaware, were published in the Philadelphia Inquirer on-line Philly.com “Commentary: Good Math Skills Begin at Home.” The article was also published in the Virgin Islands Daily News.
January 2, 2017
LRDC Research Scientist and Associate Professor, Psychology, Melissa Libertus is quoted in NPR's article "When Blind People Do Algebra, The Brain's Visual Areas Light Up."
September 19, 2016
LRDC Graduate Student Emily Braham and Research Scientist Melissa Libertus were featured in the September 6 TIME online article "How to Help Your Kid With Math Even if You Suck at It."
September 6, 2016
LRDC Research Scientist Melissa Libertus is quoted in The Indian Express (September 2) article "Poor in Maths? Blame it on Your Parents."
September 2, 2016
Melissa Libertus, Assistant Professor, Department of Psychology, and Ming-Te Wang, Associate Professor, Department of Psychology and Associate Professor, School of Education have been named 2015 APS Rising Stars, which recognizes outstanding psychological scientists in the earliest stages of their research careers
Melissa Libertus and collaborator Aidan Wright Klaus have been awarded a grant from the National Science Foundation for their project "Tell Me About Math: A Longitudinal Training Study on the Effects of Parent-child Interactions and Parental Cognition on Children's Math Abilities."
August 31, 2015
"What Do Babies Have in Mind?" describes the work of LRDC Research Scientist Melissa Libertus and Research Associate Klaus Libertus, in the September 8 issue of the Pitt Chronicle.
A list of recent LRDC award recipients is on page 18 of the August 28 issue of the University Times. Einat Heyd-Metzuyanim, Melissa Libertus, Diane Litman, Charles Perfetti, Christian Schunn, Natasha Tokowicz, Tessa Warren, and Jingtao Wang were all mentioned.
Melissa Libertus's Kids' Thinking Laboratory (KiT Lab) was mentioned in the "What's New at Pitt: Things" section on page 12 of the August 28 issue of the University Times.
Melissa Libertus was selected to receive a Mind Brain and Education Society Early Career Award for 2014. This award is designed to recognize early career researchers who have made significant research contributions to the field of Mind, Brain, and Education.
"Mathematical Ability of Students seems to be Evident Even When they are Still Infants"- an article on new LRDC faculty member Melissa Libertus' research on infants and math skills
The Washington Post