Wagner, K., Chu, J., and Barner, D. (2019). Do children’s numbers words begin noisy? Developmental Science. pdf

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. pdf

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. pdf

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). pdf

Davidson, K., Eng, K., Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123, 162-173. 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. pdf

Schneider, R., Sullivan, J., Biswas, P., Marusic, L., Zaucer, R. & Barner, D. (under review). Do Children Use Language Structure to Discover the Recursive Rules of Counting? PsyArXiv

Barner, D. (in press). Numerical symbols as explanations of subjective human experience. In M. Sera & M. Koenig (Eds.), Minnesota Symposia in Child Psychology, Volume 39. pdf