David Barner

David Barner, Shaun Nichols, Iris Oved, 2015, 2015 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob).

Learning the language of time: Children’s acquisition of duration words

David Barner, Katharine Tillman, Katharine A. Tillman, 2015, Cognitive Psychology.

The Use of Mass Nouns to Quantify Over Individuals

David Barner, Jesse Snedeker, 2003 .

Two for one? Transfer of conceptual content in bilingual number word learning

David Barner, Katie Wagner, Katherine Kimura, 2013, CogSci.

Building the mental timeline: Spatial representations of time in preschoolers

David Barner, Katharine Tillman, Nestor Tulagan, 2015, CogSci.

Do children use language structure to discover the recursive rules of counting?

David Barner, Franc Marušič, Rose M. Schneider, 2020, Cognitive Psychology.

What Counts in Mandarin Chinese: A Study of Individuation and Quantification

David Barner, Pierina Cheung, Peggy Li, 2012, CogSci.

Ignorance and Inference: Do Problems with Gricean Epistemic Reasoning Explain Children's Difficulty with Scalar Implicature?

David Barner, Danny Fox, Lara Hochstein, 2014, J. Semant..

Acquiring the meaning of free relative clauses and plural definite descriptions

David Barner, Neon Brooks, Ivano Caponigro, 2012, J. Semant..

The Role of Gesture in Supporting Mental Representations: The Case of Mental Abacus Arithmetic

David Barner, Neon Brooks, Susan Goldin-Meadow, 2018, Cogn. Sci..

Number words, quantifiers, and principles of word learning.

David Barner, Jessica Sullivan, D. Barner, 2011, Wiley interdisciplinary reviews. Cognitive science.

Sources of knowledge in children's acquisition of the successor function

David Barner, Kaiqi Guo, Rose Schneider, 2019, CogSci.

Children learn number words slowly because they don't identify number as relevant to linguistic meaning

David Barner, Katie Wagner, Katharine Tillman, 2018, CogSci.

Piecing Together Numerical Language: Children’s Use of Default Unis in Early Counting

David Barner, Neon Brooks, Amanda Pogue, 2016 .

Language Comprehension, Inference, and Alternatives

David Barner, Dimitrios Skordos, 2019 .

Daxing with a Dax: Evidence of Productive Lexical Structures in Children

David Barner, Mahesh Srinivasan, Ruthe Foushee, 2015, CogSci.

The Interpretation of Functional Heads: Using Comparatives to Explore the Mass/Count Distinction

David Barner, Alan Bale, D. Barner, 2009, J. Semant..

The Acquisition of French Un

David Barner, Elisabeth Marchand, 2019, CogSci.

Color word learning is a gradual inductive process

David Barner, Katie Wagner, Karen R. Dobkins, 2012, CogSci.

Picturing time: Children's preferences for visual representations of events

David Barner, Katharine Tillman, Eren Fukuda, 2017, CogSci.

Partial Color Word Comprehension Precedes Production

David Barner, Katie Wagner, Jill Jergens, 2018, CogSci.

Classifiers as Count Syntax: Individuation and Measurement in the Acquisition of Mandarin Chinese

David Barner, Peggy Li, Becky H. Huang, 2008, Language learning and development : the official journal of the Society for Language Development.

Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite?

David Barner, Jessica Sullivan, Junyi Chu, 2020, Cogn. Sci..

Concepts as Representations for Essences: Evidence from Use of Generics

David Barner, Pierina Cheung, Iris Oved, 2014, CogSci.

Disjunction Triggers Exhaustivity Implicatures in 4- to 5-Year-Olds: Investigating the Role of Access to Alternatives

David Barner, Nicole Gotzner, Stephen Crain, 2020, J. Semant..

Children's Sensitivity to Ulterior Motives When Evaluating Prosocial Behavior

David Barner, Gail D. Heyman, Jennifer Heumann, 2014, Cogn. Sci..

Children learn non-exact number word meanings first

David Barner, Katie Wagner, Junyi Chu, 2016, CogSci.

Deconstructing "tomorrow": How children learn the semantics of time

David Barner, Mahesh Srinivasan, Tyler Marghetis, 2016, CogSci.

A One-Year Classroom-Randomized Trial of Mental Abacus Instruction for First- and Second-Grade Students

David Barner, Michael C. Frank, Molly Lewis, 2018, J. Numer. Cogn..

Lexical, syntactic, and pragmatic sources of countability

David Barner, Mahesh Srinivasan, M. Srinivasan, 2020, Language Faculty and Beyond.

Mapping number words to approximate magnitudes: associative learning or structure mapping?

David Barner, Jessica Sullivan, D. Barner, 2010 .

Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction.

David Barner, Mahesh Srinivasan, Jessica Sullivan, 2016, Child development.

Slow mapping: Color word learning as a gradual inductive process

David Barner, Katie Wagner, Karen Dobkins, 2013, Cognition.

To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count

David Barner, Pierina Cheung, D. Barner, 2017, Cognitive Psychology.

Constructing exact number approximately: a case study of mental abacus representations

David Barner, 2010 .

Learning language from within: Children use semantic generalizations to infer word meanings

David Barner, Mahesh Srinivasan, Ruthe Foushee, 2017, Cognition.

Events and the ontology of individuals: Verbs as a source of individuating mass and count nouns

David Barner, Laura Wagner, Jesse Snedeker, 2008, Cognition.

Representing exact number visually using mental abacus.

David Barner, Michael C. Frank, Michael C Frank, 2012, Journal of experimental psychology. General.

Inference and association in children's early numerical estimation.

David Barner, Jessica Sullivan, D. Barner, 2014, Child development.

Mapping individuation to mass-count syntax in language acquisition

David Barner, Jesse Snedeker, 2004 .

Language, thought, and real nouns

David Barner, Peggy Li, Shunji Inagaki, 2009, Cognition.

The development of structural analogy in number-line estimation.

David Barner, Jessica Sullivan, D. Barner, 2014, Journal of experimental child psychology.

Finding one’s meaning: A test of the relation between quantifiers and integers in language development

David Barner, Shu-Ju Yang, D. Barner, 2009, Cognitive Psychology.

Does the conceptual distinction between singular and plural sets depend on language?

David Barner, Peggy Li, Susan Carey, 2009, Developmental psychology.

No nouns, no verbs? A rejoinder to Panagiotidis

David Barner, Alan Bale, D. Barner, 2005 .

Events and the ontology of individuals: Verbs as a source of individuating nouns

David Barner, Laura Wagner, Jesse Snedeker, 2008 .

Bootstrapping Numeral Meanings and the Origin of Exactness

David Barner, D. Barner, 2012 .

Grammatical morphology as a source of early number word meanings

David Barner, Jessica Sullivan, Franc Marušič, 2013, Proceedings of the National Academy of Sciences.

On the relation between the acquisition of singular-plural morpho-syntax and the conceptual distinction between one and more than one.

David Barner, Justin Wood, Susan Carey, 2007, Developmental science.

No nouns, no verbs: psycholinguistic arguments in favor of lexical underspecification

David Barner, Alan Bale, D. Barner, 2002 .

Children's Early Understanding of Mass-Count Syntax: Individuation, Lexical Content, and the Number Asymmetry Hypothesis

David Barner, J. Snedeker, D. Barner, 2006 .

Pragmatic inference, not semantic competence, guides 3-year-olds' interpretation of unknown number words.

David Barner, D. Barner, Neon Brooks, 2013, Developmental psychology.

Ontogenetic Origins of Human Integer Representations

David Barner, Susan Carey, S. Carey, 2019, Trends in Cognitive Sciences.