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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Origins of time: New insights into the psychological foundations of time. - Katharine Tillman; Esther Walker; Tyler Marghetis; Andrea Bender; Sieghard Beller; Mahesh Srinivasan; David Barner; Julio Santiago; Benjamin Bergen 001; Rafael E. Núñez; Daniel Casasanto; Lera Boroditsky (CogSci, 2014)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Learning a Novel Number System: The Role of Compositional Rules and Counting Procedures. - Sebastian Holt; David Barner (Cogn. Sci., 2025)

Do preschoolers use rules to represent their count list? - Jessica Sullivan; Joseph Alvarez; Sophie Cramer-Benjamin; Sadie Holcomb; Melissa Nolan; Alex Morabito; David Barner (J. Numer. Cogn., 2025)

Competence by default: do listeners assume that speakers are knowledgeable when computing conversational inferences? - Alan C. Bale; Hisako Noguchi; Marguerite Rolland; David Barner (J. Semant., 2025)