How does the syntax of counting affect learnability? Evidence from artificial language learning. - Holt, Sebastian; Barner, David (2023)

Improvised Numerals Rely on 1-to-1 Correspondence. - Holt, Sebastian; Barner, David; Fan, Judith E. (2021)

Pragmatic impacts on children's understanding of exact equality. - Schneider, Rose M.; Feiman, Roman; Mendes, Madeleine A.; Barner, David (2021)

Subitizing Abilities of Bilingual Subset-Knowers. - Schoener, Nina; Marchand, Elisabeth; Kendro, Kelly; Barner, David (2021)

Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? - Chu, Junyi; Cheung, Pierina; Schneider, Rose M.; Sullivan, Jessica; Barner, David (Cogn. Sci., 2020)

Disjunction Triggers Exhaustivity Implicatures in 4- to 5-Year-Olds: Investigating the Role of Access to Alternatives. - Gotzner, Nicole; Barner, David; Crain, Stephen (J. Semant., 2020)

Do Children Interpret 'or' Conjunctively? - Skordos, Dimitrios; Feiman, Roman; Bale, Alan C.; Barner, David (J. Semant., 2020)

How Reliable is the Give-a-Number task? - Marchand, Elisabeth; Barner, David (2020)

Procedures and principles of number: Evidence from the Tsimane'. - Pitt, Benjamin; Schneider, Rose M.; Ferrigno, Stephen; Gibson, Edward; Barner, David; Piantadosi, Steven T. (2020)

Children use one-to-one correspondence to establish equality after learning to count. - Schneider, Rose M.; Barner, David (2020)

Starting small: Exploring the origins of successor function knowledge. - Schneider, Rose M.; Pankonin, Ashlie; Schachner, Adena; Barner, David (2020)

Discourse Coherence as a Cue to Reference in Word Learning: Evidence for Discourse Bootstrapping. - Sullivan, Jessica; Boucher, Juliana; Kiefer, Reina; Williams, Katherine; Barner, David (Cogn. Sci., 2019)

The Acquisition of French Un. - Marchand, Elisabeth; Barner, David (2019)

Sources of knowledge in children's acquisition of the successor function. - Schneider, Rose M.; Guo, Kaiqi; Barner, David (2019)

The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic. - Brooks, Neon; Barner, David; Frank, Michael C.; Goldin-Meadow, Susan (Cogn. Sci., 2018)

Children learn number words slowly because they don't identify number as relevant to linguistic meaning. - Tillman, Katharine; Wagner, Katie; Barner, David (2018)

A One-Year Classroom-Randomized Trial of Mental Abacus Instruction for First- and Second-Grade Students. - Barner, David; Athanasopoulou, Angeliki; Chu, Junyi; Lewis, Molly; Marchand, Elisabeth; Schneider, Rose M.; Frank, Michael C. (J. Numer. Cogn., 2017)

Picturing time: Children's preferences for visual representations of events. - Tillman, Katharine; Fukuda, Eren; Barner, David (2017)

Intensive Math Training Does not Affect Approximate Number Acuity: Evidence From a Three-Year Longitudinal Curriculum Intervention. - Sullivan, Jessica; Frank, Michael C.; Barner, David (J. Numer. Cogn., 2016)

Ignorance and Inference: Do Problems with Gricean Epistemic Reasoning Explain Children's Difficulty with Scalar Implicature? - Hochstein, Lara; Bale, Alan C.; Fox, Danny; Barner, David (J. Semant., 2016)

Children learn non-exact number word meanings first. - Chu, Junyi; Wagner, Katie; Barner, David (2016)

Deconstructing "tomorrow": How children learn the semantics of time. - Tillman, Katharine; Marghetis, Tyler; Barner, David; Srinivasan, Mahesh (2016)

The Influence of Reputation Concerns and Social Biases on Children's Sharing Behavior. - Yazdi, Haleh; Barner, David; Heyman, Gail D. (2016)

Daxing with a Dax: Evidence of Productive Lexical Structures in Children. - Al-Mughairy, Sara; Foushee, Ruthe; Barner, David; Srinivasan, Mahesh (2015)

Building the mental timeline: Spatial representations of time in preschoolers. - Tillman, Katharine; Tulagan, Nestor; Barner, David (2015)

Why is Number Word Learning Hard? Evidence from Bilingual Learners. - Wagner, Katie; Kimura, Katherine; Cheung, Pierina; Barner, David (2015)

Signatures of Domain-General Categorization Mechanisms in Color Word Learning. - Yurovsky, Daniel; Wagner, Katie; Barner, David; Frank, Michael C. (2015)

A learning model for essentialist concepts. - Oved, Iris; Nichols, Shaun; Barner, David (2015)

Children's Sensitivity to Ulterior Motives When Evaluating Prosocial Behavior. - Heyman, Gail D.; Barner, David; Heumann, Jennifer; Schenck, Lauren (Cogn. Sci., 2014)

Multi-modal Symbolic Representations of Number: Everything You Ever Wanted to Know About Mental Abacus, but Were Afraid to Ask. - Barner, David; Alvarez, George A.; Srinivasan, Mahesh; Brooks, Neon; Goldin-Meadow, Susan; Sullivan, Jessica; Wagner, Katie; Frank, Michael C. (2014)

Symposium: The Role of Alternatives in Pragmatic Inference. - Degen, Judith; Goodman, Noah D.; Katzir, Roni; Barner, David; Gatt, Albert (2014)

Shifting ground: A definite deficit in adult article production. - Hochstein, Lara; Barner, David (2014)

Concepts as Representations for Essences: Evidence from Use of Generics. - Oved, Iris; Cheung, Pierina; Barner, David (2014)

Magical Thinking: Outcome Bias Affects Children's Evaluation of Testimony. - Oved, Iris; Heyman, Gail D.; Barner, David (2014)

Origins of time: New insights into the psychological foundations of time. - Tillman, Katharine; Walker, Esther; Marghetis, Tyler; Bender, Andrea; Beller, Sieghard; Srinivasan, Mahesh; Barner, David; Santiago, Julio; Bergen, Benjamin; Núñez, Rafael E.; Casasanto, Daniel; Boroditsky, Lera (2014)

Partial color word comprehension precedes production. - Wagner, Katie; Jergens, Jill; Barner, David (2014)

Two for one? Transfer of conceptual content in bilingual number word learning. - Kimura, Katherine; Wagner, Katie; Barner, David (2013)

Learning the language of time: Children's acquisition of duration words. - Tillman, Katharine; Barner, David (2013)

Slow drift of individuals' magnitude-to-number mapping. - Vul, Edward; Barner, David; Sullivan, Jessica (2013)

Acquiring the meaning of free relative clauses and plural definite descriptions. - Caponigro, Ivano; Pearl, Lisa; Brooks, Neon; Barner, David (J. Semant., 2012)

What Counts in Mandarin Chinese: A Study of Individuation and Quantification. - Cheung, Pierina; Li, Peggy; Barner, David (2012)

Color word learning is a gradual inductive process. - Wagner, Katie; Dobkins, Karen R.; Barner, David (2012)

Placeholder structure and numerical computation. - Barner, David; Brooks, Neon; Frank, Michael C.; Spaepen, Elizabet (2011)

Children's Use of Structure Mapping in Numerical Estimation. - Sullivan, Jessica; Barner, David (2011)

The Interpretation of Functional Heads: Using Comparatives to Explore the Mass/Count Distinction. - Bale, Alan C.; Barner, David (J. Semant., 2009)

Source of Individuation in Mandarin Chinese, a Classifier Language. - Cheung, Pierina; Li, Peggy; Barner, David (2008)

A Small Fan and a Small Handful of Fans Exploring the Acquisition of Count-mass Distinction in Mandarin. - Huang, Becky Hsuan-hua; Barner, David; Li, Peggy (2005)