Publications
2024
Maheshwari, U., & Barner, D. (under review). Twice upon a time: Children use syntactic bootstrapping to learn the meanings of yesterday and tomorrow.
Maheshwari, U., & Barner, D. (under review). Back to reality: Children's comprehension of yesterday and tomorrow for real vs. hypothetical events.
Holt, S., & Barner, D. (under review). Learning a novel number system: The role of compositional rules & counting procedures.
Tillman, K., Wagner, K., & Barner, D. (under review). Introducing Mr. Three: Attention, perception, and meaning selection in the acquisition of number and color words.
Abreu-Mendoza et al. (under review). ManyNumbers 1: A multi-lab international study of early number knowledge.Â
Cowley, S., Pearson, L., & Barner, D. (under review). Great Expectations: Print exposure predicts resolution of quantifier scope ambiguity.
Takahasi, M. & Barner, D. (under review). Proffered alternatives and the presuppositions of only.
Yazdi, H., Schneider, R., Yoon, E., Frank, M., Srinivasan, M., Dunham, Y. & Barner, D. (under review). The development of morality and conventionality across cultures: Implementing a two-stage model for cross-cultural research.
Bale, A., Takahashi, M., Noguchi, H., Rolland, M. & Barner, D. (under review). Competence by default: Do listeners assume that speakers are knowledgeable when computing conversational inferences? psyarxiv
Takahashi, M., Barner, D., & Bale, A. (under review). Are online tests of conversational implicature sensitive to mental state reasoning?
Holt, S., Fan, J., & Barner, D. (2024). Creating ad hoc graphical representations of number. Cognition. 242. psyarxiv, publisher download
2023
Sullivan, J., Cramer-Benjamin, S., Alvarez, J., & Barner, D. (2023). Everything is infinite: Children’s beliefs about endless space, time, and number. Open Mind, 7, 715-731.
2022
Tillman, K., Fukuda, E., & Barner, D. (2022). Children gradually construct spatial representations of temporal events. Child Development. publisher download
Marchand, E., Lovelett, J., Kendro, K., Barner, D. (2022). Assessing the knower levels framework: How reliable is the Give-a-Number task? Cognition, 222. publisher downloadÂ
Skordos, D., Myers, A., & Barner, D. (2022). Quantifier spreading and the question under discussion. Cognition. psyarxiv, publisher download
Brockbank, E., Barner, D., & Vul, D. (2022). Ongoing dynamic calibration produces unstable number estimates. Journal of Experimental Psychology: General. psyarxiv, publisher downloadÂ
Schneider, R. M., Brockbank, E., Feiman, R., & Barner, D. (2022). Counting and the ontogenetic origins of exact equality. Cognition, 218, 104952. psyarxiv, publisher download
2021
Schneider, R.M., Pankonin, A., Schachner, A., Barner, D. (2021). Starting small: Exploring the origins of successor function knowledge. Developmental Science, 24. psyarxiv, publisher download
Schneider, R. M., Sullivan, J., Guo, K., & Barner, D. (2021). What counts? Sources of knowledge in children’s acquisition of the successor function. Child Development, 92(4), e476-e492. psyarxiv, publisher download
Marušič, F., Žaucer, R., Saksida, A., Sullivan, J., Skordos, D., Wang, Y., & Barner, D. (2021). Do children derive exact meanings pragmatically? Evidence from a dual morphology language. Cognition. psyarxiv, publisher download
2020
Chu, J., Cheung, P., Schneider, R., Sullivan, J., & Barner, D. (2020). Counting to infinity: Does learning the syntax of the count list predict knowledge that numbers are infinite? Cognitive Science. psyarxiv, publisher download
Marchand, E., Wade, S., Sullivan, J., & Barner, D. (2020). Language-specific numerical estimation in bilingual children. Journal of Experimental Child Psychology. psyarxiv, publisher download
Yazdi, H., Heyman, G., & Barner, D. (2020). Children are sensitive to reputation when giving to both ingroup and outgroup members. Journal of Experimental Child Psychology. publisher download
Yazdi, H., Barner, D., & Heyman, G. (2020). Children's intergroup attitudes: Insights from Iran. Child Development. publisher download
Gotzner, N., Barner, D., & Crain, S. (2020). Disjunction triggers exhaustivity implicatures in 4- to 5-year-olds: Investigating the role of access to alternatives. Journal of Semantics. publisher download
Srinivasan, M., & Barner, D. (2020). Lexical, syntactic, and pragmatic sources of countability: An experimental exploration of the mass-count distinction. To appear in Mass-Count in Linguistics, Philosophy, and Cognitive Science. Benjamins, Amsterdam. psyarxiv
Skordos, D., Feiman, R., Bale, A., Barner, D. (2020). Do children interpret or conjunctively? Journal of Semantics. psyarxiv, publisher download
Schneider, R., Sullivan, J., Marušič, F., Žaucer, R., Biswas, P., Mišmaš, P., Plesničar, V., & Barner, D. (2020). Do children use language structure to discover the recursive rules of counting? Cognitive Psychology, 117. psyarxiv, publisher download
2019
Shtulman, A., Foushee, R., Barner, D., Dunham, Y., Srinivasan, M. (2019). When Allah meets Ganesha: Developing supernatural concepts in a religiously diverse society. Cognitive Development, 52. publisher download
Carey, S., & Barner, D. (2019). Ontogenetic origins of human integer representations. Trends in Cognitive Sciences, 23, 823-835. publisher download, psyarxiv
Sullivan, J., Davidson, K., Wade, S., & Barner, D. (2019). Differentiating scalar implicature from exclusion inferences in language acquisition. Journal of Child Language, 46, 733-759. psyarxiv, publisher download
Srinivasan, M.; Foushee, R.; Bartnof, A.; and Barner, D. (2019). Linguistic conventionality and the role of epistemic reasoning in children's mutual exclusivity inferences. Cognition, 189, 193-208. publisher download
Feiman, R., Hartshorne, J., & Barner, D. (2019). Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers. Cognition, 183, 192-207. psyarxiv, publisher download
Sullivan, J.; Boucher, J.; Kiefer, R.; Williams, K.; & Barner, D. (2019). Discourse coherence as a cue to reference in word learning: Evidence for discourse bootstrapping. Cognitive Science, 43, 1-27. psyarxiv, publisher download
Wagner, K., Chu, J., and Barner, D. (2019). Do children’s numbers words begin noisy? Developmental Science. publisher download, psyarxiv
Skordos, D. & Barner, D. (2019). Language comprehension, inference, and alternatives. In Cummins, C., editor(s), Oxford Handbook of Experimental Semantics and Pragmatics. Oxford University Press. book, pdf
2018
Barner, D. (2018). Numerical symbols as explanations of subjective human experience. In M. Sera & M. Koenig (Eds.), Minnesota Symposia in Child Psychology, Volume 39. psyarxiv
Tillman, K., Tulagan, N., Fukuda, E., & Barner, D. (2018). The mental timeline is gradually constructed in childhood. Developmental Science, 21. publisher download
Brooks, N., Frank, M., Barner, D., & Goldin-Meadow, S. (2018). The role of gesture in supporting mental representations: The case of mental abacus arithmetic. Cognitive Science, 42, 554-575. psyarxiv, publisher download
Bale, A., & Barner. (2018). Quantity judgment and the mass-count distinction across languages: Advances, problems, and future directions for research. Glossa, 3(1), 63. psyarxiv, publisher download
Barner, D., Hochstein, L., Rubenson, M., and Bale, A. (2018). Four-year-old children compute scalar implicatures in absence of epistemic reasoning. In Syrett, K.; and Arunachalam, A., editor(s), Semantics in Acquisition. Amsterdam: Benjamins. pp. 326-349. osf, publisher download
Sullivan, J., Bale, A., & Barner, D. (2018). Most preschoolers don’t know “most”. Language Learning and Development, 14, 320-338. osf, publisher download
Hochstein, L., Bale, A., & Barner, D. (2018). Scalar implicature in absence of epistemic reasoning? The case of Autism Spectrum Disorders. Language Learning & Development, 14, 224-240. psyarxiv, publisher download, pdf
Wagner K., Jergens, J. & Barner, D. (2018). Partial color word comprehension precedes production. Language Learning and Development, 14, 241-261. psyarxiv, publisher download, pdf
Marchand, E., and Barner, D. (2018). Analogical mapping in numerical development. In Berch, D. B., Geary, D. C., & Koepke, K. M. (Eds.). Language and Culture in Mathematical Cognition (Vol. 4). Academic Press. psyarxiv, publisher download
Srinivasan, M., Wagner, K., Frank, M., & Barner, D. (2018). The role of design and training in artifact expertise: The case of the abacus and visual attention. Cognitive Science, 1-26. psyarxiv, publisher download, pdf
2017
Barner, D.; Athanasopoulou, A.; Chu, J.; Lewis, M.; Marchand, E.; Schneider, R.; and Frank, M. (2017). A one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students. Journal of Numerical Cognition, 3, 540-558. publisher download
Wagner, K., & Barner, D. (2017). The acquisition of color words. Linguistics: Oxford Research Encyclopedias. psyarxiv, publisher download, pdf
Srinivasan, M., Al-Mughairy, S., Foushee, R., & Barner, D. (2017). Learning language from within: Children use semantic generalizations to infer word meanings. Cognition, 159, 11-24. psyarxiv, publisher download, pdf
Tillman, K., Marghetis, T., Barner, D., & Srinivasan, M. (2017). Today is tomorrow’s yesterday: Children’s acquisition of deictic time words. Cognitive Psychology, 92, 87-100. publisher download, pdf
Barner, D. (2017). Language, procedures, and the non-perceptual origin of natural number concepts. Journal of Child Language, 44, 553-590. psyarxiv, publisher download, pdf
Cheung, P., Rubenson, M., & Barner, D. (2017). To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count. Cognitive Psychology, 92, 22-36. publisher download, pdf
2016
Marušič, F., Plesničar, V., Razboršek, T., Sullivan, J., & Barner, D. (2016). Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian. PloS One, 11(8). psyarxiv, publisher download, pdf
Heyman, G.; Fu, G; Barner, D.; Zhishan, H; Zhou, L; and Lee, K. (2016). Children's evaluation of public and private generosity and its relation to behavior: Evidence from China. Journal of Experimental Child Psychology, 150: 16-30. publisher download, pdf
Sullivan, J.; Frank, M.; and Barner, D. (2016). Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention. Journal of Numerical Cognition, 2(2): 57-76. publisher download, pdf
Srinivasan, M.; and Barner, D. (2016). Encoding individuals in language using syntax, words, and pragmatic inference. WIREs Cognitive Science, 7(5): 341-353. psyarxiv, publisher download, pdf
Wagner, K., Tillman, K., & Barner, D. (2016). Inferring number, time, and color concepts from core knowledge and linguistic structure. In Eds. D. Barner & A. Baron, Core Knowledge and Conceptual Change. Oxford University Press. pdf
Barner, D., & Baron, A. (2016). An Introduction to Core Knowledge and Conceptual Change. In Eds. D. Barner & A. Baron, Core Knowledge and Conceptual Change. Oxford University Press. publisher download
Barner, D.; Alvarez, G.; Sullivan, J.; Brooks, N.; Srinivasan, M.; and Frank, M. (2016). Learning mathematics in a visuospatial format: A randomized, controlled trial of mental abacus instruction. Child Development, 87(4): 1146-1158. psyarxiv, publisher download, pdf
Sullivan, J. & Barner, D. (2016). Discourse bootstrapping: Preschoolers use linguistic discourse to learn new words. Developmental Science, 19: 63-75. psyarxiv, publisher download, pdf
2015
Wagner, K.; Kimura, K.; Cheung, P.; and Barner, D. (2015). Why is number word learning hard? Evidence from bilingual learners. Cognitive Psychology, 83: 1-21. psyarxiv, publisher download, pdf
Tillman, K. A., & Barner, D. (2015). Learning the language of time: Children's acquisition of duration words. Cognitive Psychology, 78, 57-77. psyarxiv, publisher download, pdf
Srinivasan, M., Dunham, Y., Hicks, C., & Barner, D. (2015). Do attitudes toward societal structure predict beliefs about free will and achievement? Evidence from the Indian caste system. Developmental Science, 19: 57-77. psyarxiv, publisher download, pdf
2014
Hochstein, L., Bale, A., Fox, D., & Barner, D. (2014). Ignorance and inference: Do problems with Gricean epistemic reasoning explain children’s difficulty with scalar implicature? Journal of Semantics, 33(1), 107-135. psyarxiv, publisher download
Sullivan, J., & Barner, D. (2014). The development of structural analogy in number-line estimation. Journal of Experimental Child Psychology, 128, 171-189. psyarxiv, publisher download, pdf
Heyman, G., Barner, D., Heumann, J., & Schenck, L. (2014). Children's sensitivity to ulterior motives when evaluating prosocial behavior. Cognitive Science, 38(4), 683-700. psyarxiv, publisher download, pdf
Sullivan, J., & Barner, D. (2014). Inference and association in children's early numerical estimation. Child Development, 85(4), 1740-1755. psyarxiv, publisher download, pdf
Dunham, Y., Srinivasan, M., Dotsch, R., & Barner, D. (2014). Religion insulates ingroup evaluations: The development of intergroup attitudes in India. Developmental Science, 17, 311-319. psyarxiv, publisher download, pdf
2013
Almoammer, A., Sullivan, J., Donlan, C., Marušič, F., O’Donnell, T., & Barner, D. (2013). Grammatical morphology as a source of early number word meanings. Proceedings of the National Academy of Sciences, 110(46), 18448-18453. publisher download
Bale, A., & Barner, D. (2013). Grammatical alternatives and pragmatic development. In (Ed.) A. Falaus, Alternatives in Semantics, Palgrave Press. publisher download, pdf
Srinivasan, M., & Barner, D. (2013). The Amelia Bedelia effect: World knowledge and the goal bias in language acquisition. Cognition, 128, 431-450. psyarxiv, publisher download, pdf
Srinivasan, M., Chestnut, E., & Barner, D. (2013). Sortal concepts and pragmatic inference in children's early quantification of objects. Cognitive Psychology, 6, 302-326. psyarxiv, publisher download, pdf
Wagner, K., Dobkins, K., & Barner, D., (2013). Slow mapping: Color word learning as a gradual inductive process. Cognition, 127, 307-317. publisher download, pdf
Brooks, N., Audet, J., & Barner, D. (2013). Pragmatic inference, not semantic competence, guides 3-year-olds’ interpretation of unknown number words. Developmental Psychology, 49, 1066-1075. publisher download, pdf
Sullivan, J., Barner, D. (2013). How are number words mapped to approximate magnitudes? Quarterly Journal of Experimental Psychology, 66, 389-402. publisher download, pdf
2012
Bale, A., & Barner, D. (2012). Semantic triggers, linguistic variation and the mass-count distinction. In D. Massam (Ed.) Count and Mass Across Languages. Oxford University Press. psyarxiv, publisher download, pdf
Caponigro, I., Pearl, L., Brooks, N., & Barner, D. (2012). Acquiring the meaning of free relative clauses and plural definite descriptions. Journal of Semantics. 29, 261-293. psyarxiv, publisher download, pdf
Davidson, K., Eng, K., Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123, 162-173. publisher download, pdf
Barner, D. (2012). Bootstrapping numeral meanings and the origin of exactness. Language Learning and Development, 8, 177-185. publisher download, pdf
Barner, D., Lui, T., & Zapf, J. (2012). Is two a plural marker in early child language? Developmental Psychology, 48, 10-17. publisher download
Frank, M., & Barner, D. (2012). Representing exact number visually using mental abacus. Journal of Experimental Psychology: General, 141, 134-149. publisher download, pdf
2011
Ng, R., Barner, D., & Heyman, G. (2011). Collaboration promotes proportional reasoning about resource distribution in young children. Developmental Psychology, 47, 1230-1238. psyarxiv, publisher download, pdf
Sullivan, J., & Barner, D. (2011). Number words, quantifiers, and principles of word learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2, 639-645. psyarxiv, publisher download, pdf
Barner, D., & Li, P. (2011). Linguistic relativity. To appear in M. Aronoff (Ed.) Oxford Bibliographies Online, Oxford University Press. psyarxiv, publisher download, pdf
Barner, D., & Bale, A. (2011). The mass-count distinction. In M. Aronoff (Ed.) Oxford Bibliographies Online, Oxford University Press. publisher download
Brooks, N., Pogue, A., & Barner, D. (2011). Piecing together numerical language: Children's use of default units in early counting and quantification. Developmental Science, 14, 44-57. psyarxiv, publisher download, pdf
Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children's pragmatic inference. Cognition, 188, 87-96. psyarxiv, publisher download, pdf
2010
Barner, D., Li, P., & Snedeker, J. (2010). Words as windows to thought: The case of object representation. Current Directions in Psychological Science, 19, 195-200. psyarxiv, publisher download, pdf
Cheung, P., Barner, D., & Li, P. (2010). Syntactic cues to individuation in Mandarin Chinese. Journal of Cognitive Science, 10, 135-147. psyarxiv, publisher download, pdf
Barner, D., & Bachrach, A. (2010). Inference and exactness in early language development. Cognitive Psychology. 60, 40-62. psyarxiv, publisher download, pdf
2009
Barner, D., Cheung, P., Libenson, A., & Takasaki, M. (2009). Cross-linguistic relations between quantifiers and numerals in language acquisition: Evidence from Japanese. Journal of Experimental Child Psychology, 103, 421-440. psyarxiv, publisher download, pdf
Li, P., Ogura, T., Barner, D., Yang, S.J., & Carey, S. (2009). Does the conceptual distinction between singular and plural sets depend on language? Developmental Psychology, 45, 1644-1653. psyarxiv, publisher download, pdf
Bale, A. & Barner, D. (2009). The interpretation of functional heads: Using comparatives to explore the mass/count distinction. Journal of Semantics, 26, 217-252. psyarxiv, publisher download, pdf
Barner, D., Inagaki, S., and Li, P. (2009). Language, thought, and real nouns. Cognition, 111, 329-344. psyarxiv, publisher download, pdf
Inagaki, S., & Barner, D. (2009). Countability in absence of count syntax: Evidence from Japanese quantity judgments. In M. Hirakawa, S. Inagaki, Y. Hirakawa, H. Sirai, S. Arita, H. Morikawa, M. Nakayama, & J. Tsubakita (Eds.), Studies in Language Sciences (8): Papers from the Eighth Annual Conference of the Japanese Society for Language Sciences. Tokyo: Kurosio. psyarxiv, pdf
Barner, D., Chow, K., & Yang, S. (2009). Finding one's meaning: A test of the relation between quantifiers and integers in language development. Cognitive Psychology, 58, 195-219. psyarxiv, publisher download, pdf
2008
Barner, D. (2008). In defense of intuitive mathematical theories as the basis for natural number. Commentary on Rips et al. Behavioral and Brain Science, 31, 643-644. psyarxiv, publisher download, pdf
Barner, D., & Snedeker, J. (2008). Compositionality and statistics in adjective acquisition: 4-year-olds interpret tall and short based on the size distributions of novel noun referents. Child Development, 79 (3), 594-608. psyarxiv, publisher download, pdf
Li, P., Barner, D., & Huang, B. (2008). Classifiers as count syntax: Individuation and measurement in the acquisition of Mandarin Chinese. Language Learning and Development, 4(4), 1-42. psyarxiv, publisher download, pdf
Barner, D., Wood, J., Hauser, M., & Carey, S. (2008). Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys. Cognition, 107, 603-622. psyarxiv, publisher download, pdf
Barner, D., & Wagner, L., & Snedeker, J. (2008). Events and the ontology of individuals: Verbs as a source of individuating mass and count nouns. Cognition, 106, 805-832. psyarxiv, publisher download, pdf
Wood, J., Glynn, D. Hauser, M., & Barner, D. (2008). Free-ranging rhesus monkeys spontaneously individuate and enumerate small numbers of non-solid portions. Cognition, 106, 207-221. psyarxiv, publisher download, pdf
2007
Barner, D., Thalwitz, D., Wood, J., & Carey, S. (2007). On the relation between the acquisition of singular-plural morpho-syntax and the conceptual distinction between one and more than one. Developmental Science, 10(3), 365-373. psyarxiv, publisher download, pdf
Hauser, M., Barner, D., & O'Donnell, T. (2007). Evolutionary linguistics: A new look at an old landscape. Language Learning and Development, 3(2), 1-32. psyarxiv, publisher download, pdf
2006
Barner, D., & Snedeker, J. (2006). Children's early understanding of mass-count syntax: individuation, lexical content, and the number asymmetry hypothesis. Language Learning and Development, 2, 163-194. psyarxiv, publisher download, pdf
2005
Barner, D., & Snedeker, J. (2005). Quantity judgments and individuation: Evidence that mass nouns count. Cognition, 97, 41-66. psyarxiv, publisher download, pdf
Barner, D., & Bale, A. (2005). No nouns, no verbs? Rejoinder to Panagiotidis. Lingua, 115, 1169-1179. psyarxiv, publisher download, pdf
2002
Barner, D., & Bale, A. (2002). No nouns, no verbs: Psycholinguistic arguments in favor of lexical underspecification. Lingua, 112, 771-791. psyarxiv, publisher download, pdf