David Barner
David Barner
Professor of Psychology, UCSD
Verified email at ucsd.edu - Homepage
Cited by
Cited by
Quantity judgments and individuation: Evidence that mass nouns count
D Barner, J Snedeker
Cognition 97 (1), 41-66, 2005
Accessing the unsaid: The role of scalar alternatives in children's pragmatic inference
D Barner, N Brooks, A Bale
Cognition 118 (1), 84-93, 2011
The interpretation of functional heads: Using comparatives to explore the mass/count distinction
AC Bale, D Barner
Journal of Semantics 26 (3), 217-252, 2009
Does learning to count involve a semantic induction?
K Davidson, K Eng, D Barner
Cognition 123 (1), 162-173, 2012
Finding one's meaning: A test of the relation between quantifiers and integers in language development
D Barner, K Chow, SJ Yang
Cognitive psychology 58 (2), 195-219, 2009
Inference and exact numerical representation in early language development
D Barner, A Bachrach
Cognitive psychology 60 (1), 40-62, 2010
On the relation between the acquisition of singular–plural morpho‐syntax and the conceptual distinction between one and more than one
D Barner, D Thalwitz, J Wood, SJ Yang, S Carey
Developmental Science 10 (3), 365-373, 2007
Representing exact number visually using mental abacus.
MC Frank, D Barner
American Psychological Association, 2011
Cross-linguistic relations between quantifiers and numerals in language acquisition: Evidence from Japanese
D Barner, A Libenson, P Cheung, M Takasaki
Journal of experimental child psychology 103 (4), 421-440, 2009
No nouns, no verbs: psycholinguistic arguments in favor of lexical underspecification
D Barner, A Bale
Lingua 112 (10), 771-791, 2002
Grammatical morphology as a source of early number word meanings
A Almoammer, J Sullivan, C Donlan, F Marušič, T O’Donnell, D Barner
Proceedings of the National Academy of Sciences 110 (46), 18448-18453, 2013
Compositionality and Statistics in Adjective Acquisition: 4‐Year‐Olds Interpret Tall and Short Based on the Size Distributions of Novel Noun Referents
D Barner, J Snedeker
Child development 79 (3), 594-608, 2008
Children's early understanding of mass-count syntax: individuation, lexical content, and the number asymmetry hypothesis
D Barner, J Snedeker
Language Learning and Development 2 (3), 163-194, 2006
Learning the language of time: Children’s acquisition of duration words
KA Tillman, D Barner
Cognitive psychology 78, 57-77, 2015
Today is tomorrow’s yesterday: Children’s acquisition of deictic time words
KA Tillman, T Marghetis, D Barner, M Srinivasan
Cognitive Psychology 92, 87-100, 2017
Language, thought, and real nouns
D Barner, S Inagaki, P Li
Cognition 111 (3), 329-344, 2009
Does the conceptual distinction between singular and plural sets depend on language?
P Li, T Ogura, D Barner, SJ Yang, S Carey
Developmental psychology 45 (6), 1644, 2009
Classifiers as count syntax: Individuation and measurement in the acquisition of Mandarin Chinese
P Li, D Barner, BH Huang
Language Learning and Development 4 (4), 249-290, 2008
Evolutionary linguistics: A new look at an old landscape
MD Hauser, D Barner, T O'Donnell
Language Learning and Development 3 (2), 101-132, 2007
Collaboration promotes proportional reasoning about resource distribution in young children.
R Ng, GD Heyman, D Barner
Developmental Psychology 47 (5), 1230, 2011
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