One of the most remarkable things about humans is our ability to take a finite number of words and use them to generate an infinite number of new meaningful sentences. You may have never heard the sentence, “There are no bears on Mars”, but you have no trouble understanding what it means. Not only can you understand it, you can judge that it is very likely true and make conclusions on that basis: if there are no bears on Mars, that means there are no brown bears there, no bear cubs, no bears climbing Martian trees.
How is it so easy for us to understand new sentences and think new thoughts, judge whether they’re true, and reason through to related thoughts and sentences? How do kids develop these abilities? These are the questions that Roman and his lab study.
Roman Feiman received his PhD in Psychology from Harvard University in 2015. He was a postdoctoral fellow at Harvard for a year, and at UC San Diego for another two. His work draws on a variety of approaches and methods from cognitive developmental psychology, language acquisition, psycholinguistics, and formal semantics. He directs the Brown Language and Thought lab.
| McDermott-Hinman, Annika, Feiman, Roman. "Beyond the data gap: Children create languages, violate their input statistics, and exhibit critical periods." Behavioral and Brain Sciences, vol. 49, 2026. |
| Loo, Alyssa, Pavlick, Ellie, Feiman, Roman. "LLMs model how humans induce logically structured rules." Journal of Memory and Language, vol. 146, 2026, pp. 104675. |
| Yu Y, Barner D, Mejia M, Jung S, Maheshwari U, Gunderson EA, Fyfe E, Duru LA, Abreu-Mendoza RA, Boni I, Cordes S, Dhaliwal T, Feigenson L, Lu A, Hyde DC, Izard V, Kibbe M, Mbarki R, Libertus M, Arevalo-Jaimes Y, Sullivan J, Fiber Z, vanMarle K, Asmuth J, Berch DB, Huang G, Jirout J, Hutchins N, Kling K, Levine SC, Boyer TW, Braithwaite D, Brannon E, Brez C, Byers-Heinlein K, Lew-Williams C, Casey K, Chen K, Demir-Lira E, Cook SW, Davis-Kean PE, DePascale M, Eisenberg A, Wang JJ, Hurst MA, Martino A, Feiman R, Flaherty M, Foucault D, Park J, Frank MC, Hartford J, Friend M, Yu S, Gibson DJ, Hoffman M, Harris M, Miller SE, Hund AM, Lorenz M, Miyahara A, Otuonye CJ, Luna M, McNeil NM, Matthews P, Park S, Yamoah A, Mattox N, Pruden S, Mogan A, Rittle-Johnson B, Msall C, Wilkey E, Myers LJ, Narasimhan B, Opfer J, Zhang Y, Ramani G, Ribner A, Richland L, Rose E, Scalise NR, Shusterman A, Spelke E, Snedeker J, Wang Y, Soylu F, Stahl A, Thompson C, Tillman K, Wagner J, Weaver J. "ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge." Developmental Science, vol. 29, no. 3, 2026, pp. e70184. |
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Brody, G., Mazalik, P., Feiman, R.
"Object perception encodes mutually exclusive possibilities." Journal of Experimental Psychology: General, 2026.
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| McDermott-Hinman A, Zimmerman S, Snedeker J, Feiman R. "Separating cognitive development from language development in the acquisition of negation using international adoption." Journal of Experimental Psychology: General, vol. 155, no. 7, 2026, pp. 1629-1647. |
| Leahy, B., Vivanco, V., Cheyette, S., Smith, K., White, L., Feiman, R., Schulz, L., Tenenbaum, J.B. "Calculating probabilities from imagined possibilities: Limitations in 4-year-olds." Proceedings of the 47th Annual Meeting of the Cognitive Science Society., 2025. |
| McDermott-Hinman, A., Feiman, R. "The development of negation in language and thought." Perspectives on negation: Views from across the language sciences., edited by F. Blanchette & C. Lukyanenko, De Gruyter Mouton, 2025. |
| Illingworth, Caitlin, Kang, Jee Won Diane, Gibbs, Haley, Davidson, Kathryn, Feiman, Roman. "When the syntactic bootstrap breaks: Some children think "any" means "no." Glossa: a journal of general linguistics, vol. 10, no. 1, 2025. |
| McGrath SW, Russin J, Pavlick E, Feiman R. "How Can Deep Neural Networks Inform Theory in Psychological Science?." Current Directions in Psychological Science, vol. 33, no. 5, 2024, pp. 325-333. |
| Brody G, Feiman R. "Mapping words to the world: Adults, but not children, understand how mismatching descriptions refer." Journal of experimental psychology. General, 2024. |
| Brody, G., Mazalik, P., Feiman, R. "Object files encode possible object identities, but not possible locations." Proceedings of the 46th Annual Meeting of the Cognitive Science Society., 2024. |
| Brody, Gabor, Feiman, Roman. "Polysemy does not exist, at least not in the relevant sense." Mind & Language, vol. 39, no. 2, 2024, pp. 179-200. |
| Brody G, Feiman R, Aravind A. "Why Do Children Think Words Are Mutually Exclusive?." Psychological Science, vol. 35, no. 12, 2024, pp. 1315-1324. |
| Feiman R. "Conflict paradigms cannot reveal competence." Behavioral and Brain Sciences, vol. 46, 2023, pp. e120. |
| Gomes, Victor, Doherty, Rebecca, Smits, Daniel, Goldin-Meadow, Susan, Trueswell, John C., Feiman, Roman. "It's not just what we don't know: The mapping problem in the acquisition of negation." Cognitive Psychology, vol. 145, 2023, pp. 101592. |
| McGrath SW, Russin J, Pavlick E, Feiman R. "Properties of LoTs: The footprints or the bear itself?." Behavioral and Brain Sciences, vol. 46, 2023, pp. e284. |
| Schneider, Rose M., Brockbank, Erik, Feiman, Roman, Barner, David. "Counting and the ontogenetic origins of exact equality." Cognition, vol. 218, 2022, pp. 104952. |
| Brody, G., Feiman, R.. "Mapping words to the world: Adults prioritize grammar, but children prioritize descriptions." Proceedings of the Annual Conference of the Cognitive Science Society, vol. 44, 2022. |
| Mandelbaum, Eric, Dunham, Yarrow, Feiman, Roman, Firestone, Chaz, Green, E. J., Harris, Daniel, Kibbe, Melissa M., Kurdi, Benedek, Mylopoulos, Myrto, Shepherd, Joshua, Wellwood, Alexis, Porot, Nicolas, Quilty‐Dunn, Jake. "Problems and Mysteries of the Many Languages of Thought." Cognitive Science, vol. 46, no. 12, 2022. |
| Feiman, Roman, Mody, Shilpa, Carey, Susan. "The development of reasoning by exclusion in infancy." Cognitive Psychology, vol. 135, 2022, pp. 101473. |
| "AND does not mean OR: Using formal languages to study language models’ representations." Proceed- ings of the 59th Annual Meeting of the Association for Computational Linguistics (ACL-IJCNLP), 2021. |
| Schneider, R. M, Feiman, R., Mendes, M. A, & Barner, D. "Pragmatic impacts on children’s understanding of exact equality." Proceedings of the Annual Conference of the Cognitive Science Society, vol. 43, 2021. |
| Meyer, Marie-Christine, Feiman, Roman. "Priming reveals similarities and differences between three purported cases of implicature: Some, number and free choice disjunctions." Journal of Memory and Language, vol. 120, 2021, pp. 104206. |
| Traylor, A., Pavlick, E., Feiman, R. "Transferring Representations of Logical Connectives." Proceedings of the 1st and 2nd Workshops on Natural Logic Meets Machine Learning (NALOMA)., 2021. |
| Skordos, Dimitrios, Feiman, Roman, Bale, Alan, Barner, David. "Do Children Interpret ‘or’ Conjunctively?." Journal of Semantics, 2020. |
| Feiman, Roman, Maldonado, Mora, Snedeker, Jesse. "Priming quantifier scope: Reexamining the evidence against scope inversion." Glossa: a journal of general linguistics, vol. 5, no. 1, 2020. |
| Feiman, Roman, Hartshorne, Joshua K., Barner, David. "Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers." Cognition, vol. 183, 2019, pp. 192-207. |
| Reuter, Tracy, Feiman, Roman, Snedeker, Jesse. "Getting to No : Pragmatic and Semantic Factors in Two- and Three-Year-Olds' Understanding of Negation." Child Development, vol. 89, no. 4, 2018, pp. e364-e381. |
| Feiman, R., Mody, S., Sanborn, S., Carey, S. "What do you mean, no? Toddlers’ comprehension of logical "no" and "not." Language Learning and Development, vol. 13, no. 4, 2017, pp. 430-450. |
| Feiman, R., Snedeker, J. "The logic in language: How all quantifiers are alike, but each quantifier is different." Cognitive Psychology, vol. 87, 2016, pp. 29-52. |
| Feiman, R., Carey, S., & Cushman, F. "Infants' representations of others' goals: Representing approach over avoidance." Cognition, vol. 136, 2015, pp. 204-214. |
| Susskind, J.M., Lee, D., Cusi, A., Feiman, R., Grabski, W., & Anderson, A.K. "Facing danger: Expressing fear enhances perception and action." Nature Neuroscience, vol. 11, 2008, pp. 843- 850. |
One of the most remarkable things about human cognition is the ability to take a finite number of words and combine them to generate an infinite number of new meaningful sentences. As an English speaker who has never heard the sentence or entertained the thought, “There are no bears on Mars”, you nevertheless have no trouble understanding what it means. Not only can you understand it, you can judge that it is very likely true and make conclusions on that basis: if there are no bears on Mars, that means there are no brown bears there, no bear cubs, no bears climbing Martian trees. How is it so easy for us to understand new sentences and thoughts, judge whether they’re true, and reason through to related thoughts? One plausible explanation is that the thinking of complex thoughts is the result of a rule-governed system that combines meaningful component units (e.g. words) in systematic ways.
This system – its structure and development – are the focus of my research. To study it, we must study what properties of a word or concept allow it to combine with others in the right way. Do the mental representations that participate in this system all have something in common, and if so, what distinguishes them from other kinds of representations that are not directly accessible to combinatorial language and thought, like, for example, representations of line orientations in visual cortex, or our implicit biases? If language is the most obvious way we combine meanings into more complex thoughts, does it play a special role in enabling the combination of meanings, or is it just how we communicate what we are able to do in our heads non-linguistically? Does learning a label allow that label’s meaning to productively combine with others, or does it merely attach a sound to a representation that already had all the right combinatorial properties?
Exploring these questions means exploring our shared humanity -- how all of us can think new thoughts so quickly and productively, and how we communicate those thoughts to each other.
| Year | Degree | Institution |
|---|---|---|
| 2015 | PhD | Harvard University |
| Postdoc | UCSD, psychology | 2016-2018 | |
| Postdoc | Harvard University, psychology | 2015-2016 |
| CLPS 0800 - Language and the Mind |
| CLPS 1660 - Learning Compositional Language |
| CLPS 1800 - Language Processing |
| CLPS 1850 - Language Processing in Humans and Machines |
| CLPS 1860 - Logic in Language and Thought |
| CLPS 1880F - Logic in Language and Thought |
| CPSY 0800 - Language and the Mind |
| CPSY 1860 - Logic in Language and Thought |
| CSCI 2952I - Language Processing in Humans and Machines |
