Large-scale investigations of variability in children's first words. - Rose M. Schneider; Daniel Yurovsky; Mike Frank (CogSci, 2015)

A speed-accuracy trade-off in children's processing of scalar implicatures. - Rose M. Schneider; Michael C. Frank (CogSci, 2016)

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)

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

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)

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

Peekbank: Exploring children's word recognition through an open, large-scale repository for developmental eye-tracking data. - Martin Zettersten; Claire Augusta Bergey; Naiti S. Bhatt; Veronica Boyce; Mika Braginsky; Alexandra Carstensen; Benjamin deMayo; George Kachergis; Molly Lewis; Bria Long; Kyle MacDonald; Jessica Mankewitz; et al. (CogSci, 2021)