David A. Barner
Affiliations: | University of California, San Diego, La Jolla, CA |
Area:
Language Development, Conceptual DevelopmentWebsite:
http://www.ladlab.comGoogle:
"David Barner"Mean distance: 15.69 (cluster 15) | S | N | B | C | P |
Cross-listing: LinguisTree - CSD Tree
Parents
Sign in to add mentor| Susan Carey | grad student | |||
| Jesse Snedeker | grad student | 2002-2006 | Harvard | |
| (Encoding individuals and sets in language acquisition.) | ||||
Children
Sign in to add trainee| 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 |
| Dimitrios Skordos | post-doc | UCSD (LinguisTree) | |
| Mahesh Srinivasan | post-doc | 2011-2013 | UCSD |
| Roman Feiman | post-doc | 2016-2018 | UCSD |
BETA: Related publications
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Publications
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| Tillman KA, Wagner K, Barner D. (2024) Introducing Mr. Three: Attention, Perception, and Meaning Selection in the Acquisition of Number and Color Words. Open Mind : Discoveries in Cognitive Science. 8: 1129-1152 |
| 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 |