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Journal of Experimental Child Psychology|April 7, 2009
Levels of number knowledge during early childhoodBarbara W Sarnecka, Michael D LeeCognitive Science|March 16, 2010
A Model of Knower-Level Behavior in Number-Concept DevelopmentMichael D Lee, Barbara W SarneckaCognition|November 27, 2010
Number-knower levels in young children: insights from Bayesian modelingMichael D Lee, Barbara W SarneckaBehavior Research Methods|July 27, 2011
An Excel sheet for inferring children's number-knower levels from give-N dataJames Negen, Barbara W Sarnecka, Michael D LeeFrontiers in Psychology|October 28, 2014
On the relation between grammatical number and cardinal numbers in developmentBarbara W SarneckaAdvances in Child Development and Behavior|December 5, 2012
A number of options: rationalist, constructivist, and Bayesian insights into the development of exact-number conceptsBarbara W Sarnecka, James NegenCognition|June 24, 2008
How counting represents number: what children must learn and when they learn itBarbara W Sarnecka, Susan CareyThe British Journal of Developmental Psychology|November 19, 2014
Is there really a link between exact-number knowledge and approximate number system acuity in young children?James Negen, Barbara W SarneckaChild Development|July 19, 2012
Number-concept acquisition and general vocabulary developmentJames Negen, Barbara W SarneckaCognition|March 17, 2004
Six does not just mean a lot: preschoolers see number words as specificBarbara W Sarnecka, Susan A GelmanPageof 15