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David A. Barner

Affiliations:

University of California, San Diego, La Jolla, CA

Area:

Language Development, Conceptual Development

Website:

http://www.ladlab.com

Google:

Mean distance: 15.69 (cluster 15)

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Cross-listing: LinguisTree - CSD Tree

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Parents

Susan Carey	grad student
Jesse Snedeker	grad student	2002-2006	Harvard
(Encoding individuals and sets in language acquisition.)

Children

Pierina Cheung	research assistant		University of Toronto
Amanda Pogue	research assistant	2007-	University of Toronto
September Cowley	grad student		UCSD
Lara Hochstein	grad student		UCSD
Sebastian Holt	grad student		UCSD
Elisabeth Marchand	grad student		UCSD
Rose Schneider	grad student		UCSD
Jessica Sullivan	grad student		UCSD
Haleh Yazdi	grad student		UCSD
Katharine A Tillman	grad student	2011-	UCSD
Katherine G. Wagner	grad student	2013	UCSD
Roman Feiman	post-doc		UCSD
Dimitrios Skordos	post-doc		UCSD (LinguisTree)
Mahesh Srinivasan	post-doc	2011-2013	UCSD

Collaborators

collaborator

2007-

University of Toronto

BETA: Related publications

Publications

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Holt S, Fan JE, Barner D. (2023) Creating ad hoc graphical representations of number. Cognition. 242: 105665
Sullivan J, Cramer-Benjamin S, Alvarez J, et al. (2023) Everything is Infinite: Children's Beliefs About Endless Space, Time, and Number. Open Mind : Discoveries in Cognitive Science. 7: 715-731
Skordos D, Myers A, Barner D. (2022) Quantifier spreading and the question under discussion. Cognition. 226: 105059
Tillman KA, Fukuda E, Barner D. (2022) Children gradually construct spatial representations of temporal events. Child Development
Marchand E, Lovelett JT, Kendro K, et al. (2022) Assessing the knower-level framework: How reliable is the Give-a-Number task? Cognition. 222: 104998
Schneider RM, Brockbank E, Feiman R, et al. (2021) Counting and the ontogenetic origins of exact equality. Cognition. 218: 104952
Schneider RM, Pankonin A, Schachner A, et al. (2021) Starting small: Exploring the origins of successor function knowledge. Developmental Science. e13091
Schneider RM, Sullivan J, Guo K, et al. (2021) What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function. Child Development
Marušič F, Žaucer R, Saksida A, et al. (2020) Do children derive exact meanings pragmatically? Evidence from a dual morphology language. Cognition. 207: 104527
Chu J, Cheung P, Schneider RM, et al. (2020) Counting to Infinity: Does Learning the Syntax of the Count List Predict Knowledge That Numbers Are Infinite? Cognitive Science. 44: e12875

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