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. download

Barner, D., & Bachrach, A. (2010). Inference and exactness in early language development. Cognitive Psychology. 60, 40-62. download

Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children's pragmatic inference. Cognition, 188, 87-96. download

Skordos, D., & Papafragou, A. (2016). Children’s derivation of scalar implicatures: Alternatives and relevance. Cognition, 153, 6-18. download

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. 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. download OSF download

Singh, R., Wexler, K., Astle-Rahim, A., Kamawar, D., & Fox, D. (2016). Children interpret disjunction as conjunction: Consequences for theories of implicature and child development. Natural Language Semantics, 24(4), 305-352. download

Tieu, L., Yatsushiro, K., Cremers, A., Romoli, J., Sauerland, U., & Chemla, E. (2016). On the role of alternatives in the acquisition of simple and complex disjunctions in French and Japanese. Journal of Semantics, 34(1), 127-152. download

Skordos, D., Feiman, R., Bale, A., & Barner, D. (under review). Do children interpret" or" conjunctively?. OSF download

Skordos, D., Myers, A., & Barner, D. (under review). Access to alternatives and universal quantification in language acquisition.