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David Barner
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2020 – today
- 2023
- [c36]Sebastian Holt, David Barner:
How does the syntax of counting affect learnability? Evidence from artificial language learning. CogSci 2023 - 2021
- [c35]Sebastian Holt, David Barner, Judith E. Fan:
Improvised Numerals Rely on 1-to-1 Correspondence. CogSci 2021 - [c34]Rose M. Schneider, Roman Feiman, Madeleine A. Mendes, David Barner:
Pragmatic impacts on children's understanding of exact equality. CogSci 2021 - [c33]Nina Schoener, Elisabeth Marchand, Kelly Kendro, David Barner:
Subitizing Abilities of Bilingual Subset-Knowers. CogSci 2021 - 2020
- [j11]Junyi Chu
, Pierina Cheung
Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cogn. Sci. 44(8) (2020) - [j10]Nicole Gotzner
Disjunction Triggers Exhaustivity Implicatures in 4- to 5-Year-Olds: Investigating the Role of Access to Alternatives. J. Semant. 37(2): 219-245 (2020) - [j9]Dimitrios Skordos, Roman Feiman, Alan C. Bale, David Barner:
Do Children Interpret 'or' Conjunctively? J. Semant. 37(2): 247-267 (2020) - [c32]Elisabeth Marchand, David Barner:
How Reliable is the Give-a-Number task? CogSci 2020 - [c31]Benjamin Pitt, Rose M. Schneider, Stephen Ferrigno, Edward Gibson, David Barner, Steven T. Piantadosi:
Procedures and principles of number: Evidence from the Tsimane'. CogSci 2020 - [c30]Rose M. Schneider, David Barner:
Children use one-to-one correspondence to establish equality after learning to count. CogSci 2020 - [c29]Rose M. Schneider, Ashlie Pankonin, Adena Schachner, David Barner:
Starting small: Exploring the origins of successor function knowledge. CogSci 2020
2010 – 2019
- 2019
- [j8]Jessica Sullivan, Juliana Boucher, Reina Kiefer, Katherine Williams
Discourse Coherence as a Cue to Reference in Word Learning: Evidence for Discourse Bootstrapping. Cogn. Sci. 43(1) (2019) - [c28]Elisabeth Marchand, David Barner:
The Acquisition of French Un. CogSci 2019: 756-762 - [c27]Rose M. Schneider, Kaiqi Guo, David Barner:
Sources of knowledge in children's acquisition of the successor function. CogSci 2019: 1014 - 2018
- [j7]Neon Brooks, David Barner, Michael C. Frank
The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic. Cogn. Sci. 42(2): 554-575 (2018) - [c26]Katharine Tillman, Katie Wagner, David Barner:
Children learn number words slowly because they don't identify number as relevant to linguistic meaning. CogSci 2018 - 2017
- [j6]David Barner, Angeliki Athanasopoulou, Junyi Chu
A One-Year Classroom-Randomized Trial of Mental Abacus Instruction for First- and Second-Grade Students. J. Numer. Cogn. 3(3): 540-558 (2017) - [c25]Katharine Tillman, Eren Fukuda, David Barner:
Picturing time: Children's preferences for visual representations of events. CogSci 2017 - 2016
- [j5]Jessica Sullivan, Michael C. Frank, David Barner:
Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention. J. Numer. Cogn. 2(2): 57-76 (2016) - [j4]Lara Hochstein, Alan C. Bale, Danny Fox, David Barner:
Ignorance and Inference: Do Problems with Gricean Epistemic Reasoning Explain Children's Difficulty with Scalar Implicature? J. Semant. 33(1): 107-135 (2016) - [c24]Junyi Chu, Katie Wagner, David Barner:
Children learn non-exact number word meanings first. CogSci 2016 - [c23]Katharine Tillman, Tyler Marghetis, David Barner, Mahesh Srinivasan:
Deconstructing "tomorrow": How children learn the semantics of time. CogSci 2016 - [c22]Haleh Yazdi, David Barner, Gail D. Heyman:
The Influence of Reputation Concerns and Social Biases on Children's Sharing Behavior. CogSci 2016 - 2015
- [c21]Sara Al-Mughairy, Ruthe Foushee, David Barner, Mahesh Srinivasan:
Daxing with a Dax: Evidence of Productive Lexical Structures in Children. CogSci 2015 - [c20]Katharine Tillman, Nestor Tulagan, David Barner:
Building the mental timeline: Spatial representations of time in preschoolers. CogSci 2015 - [c19]Katie Wagner, Katherine Kimura, Pierina Cheung, David Barner:
Why is Number Word Learning Hard? Evidence from Bilingual Learners. CogSci 2015 - [c18]Daniel Yurovsky, Katie Wagner, David Barner, Michael C. Frank:
Signatures of Domain-General Categorization Mechanisms in Color Word Learning. CogSci 2015 - [c17]Iris Oved, Shaun Nichols, David Barner:
A learning model for essentialist concepts. ICDL-EPIROB 2015: 92-97 - 2014
- [j3]Gail D. Heyman
Children's Sensitivity to Ulterior Motives When Evaluating Prosocial Behavior. Cogn. Sci. 38(4): 683-700 (2014) - [c16]David Barner, George A. Alvarez, Mahesh Srinivasan, Neon Brooks, Susan Goldin-Meadow, Jessica Sullivan, Katie Wagner, Michael C. Frank:
Multi-modal Symbolic Representations of Number: Everything You Ever Wanted to Know About Mental Abacus, but Were Afraid to Ask. CogSci 2014 - [c15]Judith Degen, Noah D. Goodman, Roni Katzir, David Barner, Albert Gatt:
Symposium: The Role of Alternatives in Pragmatic Inference. CogSci 2014 - [c14]Lara Hochstein, David Barner:
Shifting ground: A definite deficit in adult article production. CogSci 2014 - [c13]Iris Oved, Pierina Cheung, David Barner:
Concepts as Representations for Essences: Evidence from Use of Generics. CogSci 2014 - [c12]Iris Oved, Gail D. Heyman, David Barner:
Magical Thinking: Outcome Bias Affects Children's Evaluation of Testimony. CogSci 2014 - [c11]Katharine Tillman, Esther Walker, Tyler Marghetis, Andrea Bender, Sieghard Beller, Mahesh Srinivasan, David Barner, Julio Santiago, Benjamin Bergen, Rafael E. Núñez, Daniel Casasanto, Lera Boroditsky:
Origins of time: New insights into the psychological foundations of time. CogSci 2014 - [c10]Katie Wagner, Jill Jergens, David Barner:
Partial color word comprehension precedes production. CogSci 2014 - 2013
- [c9]Katherine Kimura, Katie Wagner, David Barner:
Two for one? Transfer of conceptual content in bilingual number word learning. CogSci 2013 - [c8]Katharine Tillman, David Barner:
Learning the language of time: Children's acquisition of duration words. CogSci 2013 - [c7]Edward Vul, David Barner, Jessica Sullivan:
Slow drift of individuals' magnitude-to-number mapping. CogSci 2013 - 2012
- [j2]Ivano Caponigro, Lisa Pearl, Neon Brooks, David Barner:
Acquiring the meaning of free relative clauses and plural definite descriptions. J. Semant. 29(2): 261-293 (2012) - [c6]Pierina Cheung, Peggy Li, David Barner:
What Counts in Mandarin Chinese: A Study of Individuation and Quantification. CogSci 2012 - [c5]Katie Wagner, Karen R. Dobkins, David Barner:
Color word learning is a gradual inductive process. CogSci 2012 - 2011
- [c4]David Barner, Neon Brooks, Michael C. Frank, Elizabet Spaepen:
Placeholder structure and numerical computation. CogSci 2011 - [c3]Jessica Sullivan, David Barner:
Children's Use of Structure Mapping in Numerical Estimation. CogSci 2011
2000 – 2009
- 2009
- [j1]Alan C. Bale, David Barner:
The Interpretation of Functional Heads: Using Comparatives to Explore the Mass/Count Distinction. J. Semant. 26(3): 217-252 (2009) - 2008
- [c2]Pierina Cheung, Peggy Li, David Barner:
Source of Individuation in Mandarin Chinese, a Classifier Language. PACLIC 2008: 151-160 - 2005
- [c1]Becky Hsuan-hua Huang, David Barner, Peggy Li:
A Small Fan and a Small Handful of Fans Exploring the Acquisition of Count-mass Distinction in Mandarin. PACLIC 2005
Coauthor Index
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