Barner, D. (under review). Numerical symbols as explanations of subjective human experience.
Srinivasan, M.; Foushee, R.; Bartnof, A.; and Barner, D. (under review) Linguistic Conventionality and the role of epistemic reasoning in children's mutual exclusivity inferences.
Sullivan, J.; Boucher, J.; Kiefer, R.; Williams, K.; & Barner, D. (under review) Discourse coherence as a cue to reference in word learning: Evidence for discourse bootstrapping.
Feiman, R., Hartshorne, J., & Barner, D. (under review). Contrast and entailment: Abstract logical relations constrain how 2- and 3-year-old children interpret unknown numbers.
Yazdi, H., Barner, D., & Heyman, G. (under review). Does concern for reputation influence giving to in-group members?
Gotzner, N.; Barner, D.; & Crain, S. (under review). Disjunction triggers exhaustivity implicatures in 4- to 5-year-olds: Investigating the role of access to alternatives.
Sullivan, J., Bale, A., & Barner, D. (under review) Most preschoolers don’t know “most”.
Wagner, K.; Chu, J.; and Barner, D. (under review). Do children’s numbers words begin noisy?
Sullivan, J., Davidson, K., Wade, S., & Barner, D. (under review). Differentiating mutual exclusivity from scalar implicature in language acquisition.
Tillman, K., Tulagan, N., & Barner, D. (in press). Building the mental timeline: Flexibility and conventionality in children's linear representations of time. Developmental Science.
Bale, A., & Barner (in press). Quantity judgment and the mass-count distinction across languages: Advances, problems, and future directions for research. Glossa.
Srinivasan, M., & Barner, D. (in press). 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.
Brooks, N., Frank, M., Barner, D., & Goldin-Meadow, S. (in press). The role of gesture in supporting mental representations: The case of mental abacus arithmetic. Cognitive Science.
Skordos, D. & Barner, D. (in press) Language comprehension, inference, and alternatives. In Cummins, C., editor(s), Oxford Handbook of Experimental Semantics and Pragmatics. Oxford University Press.
Barner, D.; Hochstein, L.; Rubenson, M.; and Bale, A. (in press) 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, 2018.
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
Wagner K., Jergens, J. & Barner, D. (2018). Partial color word comprehension precedes production. Language Learning and Development. 1-21.
Marchand, E.; and Barner, D. (2018) Analogical mapping in numerical development. In Berch, D. B., Geary, D. C., & Koepke, K. M. (Eds.). (2018). Language and Culture in Mathematical Cognition (Vol. 4). Academic Press.
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.
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.
Wagner, K., & Barner, D. (2017). The acquisition of color words. Linguistics: Oxford Research Encyclopedias.
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.
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.
Barner, D. (2017). Language, procedures, and the non-perceptual origin of natural number concepts. Journal of Child Language, 44, 553-590.
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.
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).
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.
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.
Srinivasan, M.; and Barner, D. (2016). Encoding individuals in language using syntax, words, and pragmatic inference. WIREs Cognitive Science, 7(5): 341-353.
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.
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.
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.
Sullivan, J. & Barner, D. (2016). Discourse bootstrapping: Preschoolers use linguistic discourse to learn new words. Developmental Science, 19: 63-75.
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.
Tillman, K. A., & Barner, D. (2015). Learning the language of time: Children's acquisition of duration words. Cognitive Psychology, 78, 57-77.
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.
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.
Sullivan, J., & Barner, D. (2014). The development of structural analogy in number-line estimation. Journal of Experimental Child Psychology, 128, 171-189.
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.
Sullivan, J., & Barner, D. (2014). Inference and association in children's early numerical estimation. Child Development, 85(4), 1740-1755.
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.
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.
Bale, A., & Barner, D. (2013). Grammatical alternatives and pragmatic development. In (Ed.) A. Falaus, Alternatives in Semantics, Palgrave Press.
Srinivasan, M., & Barner, D. (2013). The Amelia Bedelia effect: World knowledge and the goal bias in language acquisition. Cognition, 128, 431-450.
Srinivasan, M., Chestnut, E., & Barner, D. (2013). Sortal concepts and pragmatic inference in children's early quantification of objects. Cognitive Psychology, 6, 302-326.
Wagner, K., Dobkins, K., & Barner, D., (2013). Slow mapping: Color word learning as a gradual inductive process. Cognition, 127, 307-317.
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.
Sullivan, J., Barner, D. (2013). How are number words mapped to approximate magnitudes? Quarterly Journal of Experimental Psychology, 66, 389-402.
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.
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.
Davidson, K., Eng, K., Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123, 162-173.
Barner, D. (2012). Bootstrapping numeral meanings and the origin of exactness. Language Learning and Development, 8, 177-185
Barner, D., Lui, T., & Zapf, J. (2012). Is two a plural marker in early child language? Developmental Psychology, 48, 10-17.
Frank, M., & Barner, D. (2012). Representing exact number visually using mental abacus. Journal of Experimental Psychology: General, 141, 134-149.
Ng, R., Barner, D., & Heyman, G. (2011). Collaboration promotes proportional reasoning about resource distribution in young children. Developmental Psychology, 47, 1230-1238.
Sullivan, J., & Barner, D. (2011). Number words, quantifiers, and principles of word learning. Wiley Interdisciplinary Reviews: Cognitive Science, 2, 639-645.
Barner, D., & Li, P. (2011). Linguistic relativity. To appear in M. Aronoff (Ed.) Oxford Bibliographies Online, Oxford University Press.
Barner, D., & Bale, A. (2011). The mass-count distinction. In M. Aronoff (Ed.) Oxford Bibliographies Online, Oxford University Press.
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.
Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children's pragmatic inference. Cognition, 188, 87-96.
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.
Cheung, P., Barner, D., & Li, P. (2010). Syntactic cues to individuation in Mandarin Chinese. Journal of Cognitive Science, 10, 135-147.
Barner, D., & Bachrach, A. (2010). Inference and exactness in early language development. Cognitive Psychology. 60, 40-62.
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.
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.
Bale, A. & Barner, D. (2009). The interpretation of functional heads: Using comparatives to explore the mass/count distinction. Journal of Semantics, 26, 217-252.
Barner, D., Inagaki, S., and Li, P. (2009). Language, thought, and real nouns. Cognition, 111, 329-344.
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.
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.
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. publisher, arxiv
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. publisher
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. publisher, arxiv
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. publisher
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. publisher, arxiv
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. publisher