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

The development of numerical comparison in 2- to 4-year-old children. - Pierina Cheung; Mathieu Le Corre (CogSci, 2012)

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

What is the learning potential of children's picture books? A content analysis of one type of naturalistic input. - Angela Nyhout; Pierina Cheung (CogSci, 2014)

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

Algebraic reasoning in 3- to 5-year-olds. - Pierina Cheung; Mathieu Le Corre (CogSci, 2015)

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

A cross-linguistic investigation on the acquisition of complex numerals. - Pierina Cheung; Meghan Dale; Mathieu Le Corre (CogSci, 2016)

A 6-month longitudinal study on numerical estimation in preschoolers. - Pierina Cheung; Emily Slusser; Anna Shusterman (CogSci, 2016)

Conceptual Correlates of Counting: Children's Spontaneous Matching and Tracking of Large Sets Reflects Their Knowledge of the Cardinal Principle. - Anna Shusterman; Pierina Cheung; Jessica Taggart; Ilona Bass; Talia Berkowitz; Julia A. Leonard; Ariel Schwartz (J. Numer. Cogn., 2017)

Parallel Individuation Supports Numerical Comparisons in Preschoolers. - Pierina Cheung; Mathieu Le Corre (J. Numer. Cogn., 2018)

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)

Thirty years of the Give-N task: A systematic review, reflections, and recommendations. - Theresa Elise Wege; Taeko Bourque; Rebecca Merkley; Pierina Cheung (J. Numer. Cogn., 2025)