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Cognitive Science|August 8, 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, et al.Child Development|January 21, 2021
What Counts? Sources of Knowledge in Children's Acquisition of the Successor FunctionRose M Schneider, Jessica Sullivan, Kaiqi Guo, et al.Cognitive Psychology|November 28, 2016
To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to countPierina Cheung, Miriam Rubenson, David BarnerJournal of Cognitive Science|November 30, 2012
Syntactic Cues to Individuation in Mandarin ChinesePierina Cheung, David Barner, Peggy LiCognitive Psychology|September 29, 2015
Why is number word learning hard? Evidence from bilingual learnersKatie Wagner, Katherine Kimura, Pierina Cheung, et al.Journal of Experimental Child Psychology|January 24, 2009
Cross-linguistic relations between quantifiers and numerals in language acquisition: evidence from JapaneseDavid Barner, Amanda Libenson, Pierina Cheung, et al.Developmental Science|February 24, 2015
Discourse bootstrapping: preschoolers use linguistic discourse to learn new wordsJessica Sullivan, David BarnerJournal of Experimental Child Psychology|September 3, 2014
The development of structural analogy in number-line estimationJessica Sullivan, David BarnerWiley Interdisciplinary Reviews. Cognitive Science|August 25, 2015
Number words, quantifiers, and principles of word learningJessica Sullivan, David BarnerQuarterly Journal of Experimental Psychology (2006)|September 12, 2012
How are number words mapped to approximate magnitudes?Jessica Sullivan, David BarnerPageof 14