David A. Barner

University of California, San Diego, La Jolla, CA 
Language Development, Conceptual Development
"David Barner"
Mean distance: 15.69 (cluster 15)
Cross-listing: LinguisTree - CSD Tree


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Susan Carey grad student
Jesse Snedeker grad student 2002-2006 Harvard
 (Encoding individuals and sets in language acquisition.)


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Pierina Cheung research assistant University of Toronto
Amanda Pogue research assistant 2007- University of Toronto
September Cowley grad student UCSD
Lara Hochstein grad student UCSD
Sebastian Holt grad student UCSD
Elisabeth Marchand grad student UCSD
Rose Schneider grad student UCSD
Jessica Sullivan grad student UCSD
Haleh Yazdi grad student UCSD
Katharine A Tillman grad student 2011- UCSD
Katherine G. Wagner grad student 2013 UCSD
Roman Feiman post-doc UCSD
Dimitrios Skordos post-doc UCSD (LinguisTree)
Mahesh Srinivasan post-doc 2011-2013 UCSD
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Holt S, Fan JE, Barner D. (2023) Creating ad hoc graphical representations of number. Cognition. 242: 105665
Sullivan J, Cramer-Benjamin S, Alvarez J, et al. (2023) Everything is Infinite: Children's Beliefs About Endless Space, Time, and Number. Open Mind : Discoveries in Cognitive Science. 7: 715-731
Skordos D, Myers A, Barner D. (2022) Quantifier spreading and the question under discussion. Cognition. 226: 105059
Tillman KA, Fukuda E, Barner D. (2022) Children gradually construct spatial representations of temporal events. Child Development
Marchand E, Lovelett JT, Kendro K, et al. (2022) Assessing the knower-level framework: How reliable is the Give-a-Number task? Cognition. 222: 104998
Schneider RM, Brockbank E, Feiman R, et al. (2021) Counting and the ontogenetic origins of exact equality. Cognition. 218: 104952
Schneider RM, Pankonin A, Schachner A, et al. (2021) Starting small: Exploring the origins of successor function knowledge. Developmental Science. e13091
Schneider RM, Sullivan J, Guo K, et al. (2021) What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function. Child Development
Marušič F, Žaucer R, Saksida A, et al. (2020) Do children derive exact meanings pragmatically? Evidence from a dual morphology language. Cognition. 207: 104527
Chu J, Cheung P, Schneider RM, et al. (2020) Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cognitive Science. 44: e12875
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