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D-Index & Metrics

Social Sciences and Humanities

D-Index
49
Citations
6895
World Ranking
3015
National Ranking
1457

Overview

David Barner is a researcher affiliated with the University of California, San Diego in the United States. Their work spans several interdisciplinary fields, primarily focusing on psychology and mathematics as well as social sciences. Barner's research includes significant contributions to developmental and educational psychology, statistics and probability, education, language and linguistics, and cognitive neuroscience.

The scientist's research topics concentrate on cognitive and developmental aspects of mathematical skills, child and animal learning development, mathematics education and teaching techniques, reading and literacy development, language development and disorders, syntax, semantics, linguistic variation, and social and intergroup psychology.

Barner has published extensively, with frequent appearances in venues such as Cognition, Child Development, Open Mind, Journal of Experimental Child Psychology, and Cognitive Science. The most prolific among these is Cognition, which has featured six of their papers.

Their recent papers include the following:

  • Do children use language structure to discover the recursive rules of counting?, 2020, Cognitive Psychology
  • Children are sensitive to reputation when giving to both ingroup and outgroup members, 2020, Journal of Experimental Child Psychology
  • Counting and the ontogenetic origins of exact equality, 2021, Cognition
  • Assessing the knower-level framework: How reliable is the Give-a-Number task?, 2022, Cognition
  • What Counts? Sources of Knowledge in Children's Acquisition of the Successor Function, 2021, Child Development

David Barner collaborates frequently with several researchers, including Rose M. Schneider, Jessica Sullivan, Dimitrios Skordos, Alan Bale, and Sebastian Holt. Rose M. Schneider and Jessica Sullivan are noted as the most frequent coauthors, each contributing to six joint publications.

Best Publications

  • Accessing the unsaid: the role of scalar alternatives in children's pragmatic inference.

    David Barner;Neon Brooks;Alan Bale

  • Quantity judgments and individuation: evidence that mass nouns count.

    David Barner;Jesses Snedeker

  • Finding one's meaning: a test of the relation between quantifiers and integers in language development.

    David Barner;Katherine Chow;Shu-Ju Yang

  • The Interpretation of Functional Heads: Using Comparatives to Explore the Mass/Count Distinction

    Alan C. Bale;David Barner

  • Does learning to count involve a semantic induction

    Kathryn Davidson;Kortney Eng;David Barner

  • Representing Exact Number Visually Using Mental Abacus

    Michael C. Frank;David Barner

  • Inference and exact numerical representation in early language development

    David Barner;Asaf Bachrach

  • On the relation between the acquisition of singular–plural morpho-syntax and the conceptual distinction between one and more than one

    David Barner;Dora Thalwitz;Justin Wood;Shu-Ju Yang

  • Learning the language of time: Children's acquisition of duration words.

    Katharine A. Tillman;David Barner

  • Grammatical morphology as a source of early number word meanings

    Alhanouf Almoammer;Jessica Sullivan;Chris Donlan;Franc Marušič

  • Ontogenetic Origins of Human Integer Representations.

    Susan Carey;David Barner

  • Cross-linguistic relations between quantifiers and numerals in language acquisition: evidence from Japanese.

    David Barner;Amanda Libenson;Pierina Cheung;Mayu Takasaki;Mayu Takasaki

  • Today is tomorrow's yesterday: Children's acquisition of deictic time words.

    Katharine A. Tillman;Tyler Marghetis;David Barner;Mahesh Srinivasan

  • No nouns, no verbs: psycholinguistic arguments in favor of lexical underspecification

    David Barner;Alan C. Bale

  • Compositionality and statistics in adjective acquisition: 4-year-olds interpret tall and short based on the size distributions of novel noun referents.

    David Barner;Jesse Snedeker

  • Children's Early Understanding of Mass-Count Syntax: Individuation, Lexical Content, and the Number Asymmetry Hypothesis

    David Barner;Jesses Snedeker

  • To infinity and beyond: Children generalize the successor function to all possible numbers years after learning to count.

    Pierina Cheung;Pierina Cheung;Miriam Rubenson;David Barner

  • Slow mapping: color word learning as a gradual inductive process.

    Katie Wagner;Karen Dobkins;David Barner

  • Collaboration promotes proportional reasoning about resource distribution in young children.

    Rowena Ng;Gail D. Heyman;David Barner

  • Language, Thought, and Real Nouns.

    David Barner;Shunji Inagaki;Peggy Li

  • Classifiers as Count Syntax: Individuation and Measurement in the Acquisition of Mandarin Chinese

    Peggy Li;David Barner;Becky H. Huang

  • Inference and Association in Children's Early Numerical Estimation.

    Jessica Sullivan;David Barner

  • Ignorance and Inference: Do Problems with Gricean Epistemic Reasoning Explain Children’s Difficulty with Scalar Implicature?

    Lara Hochstein;Alan C. Bale;Danny Fox;David Barner

Frequent Co-Authors

Michael C. Frank
Michael C. Frank Stanford University
Gail D. Heyman
Gail D. Heyman University of California, San Diego
Jesse Snedeker
Jesse Snedeker Harvard University
Yarrow Dunham
Yarrow Dunham Yale University
Susan Carey
Susan Carey Harvard University
Marc D. Hauser
Marc D. Hauser Harvard University
Karen R. Dobkins
Karen R. Dobkins University of California, San Diego
George A. Alvarez
George A. Alvarez Harvard University
Kang Lee
Kang Lee University of Toronto
Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago

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