David Barner

Professor

Dr. Barner is interested in language and conceptual development in children and the interface between language structure and meaning. In his lab, these questions are investigated by comparing speakers of different languages, and comparing pre-linguistic infants to older children and adults.
  • Davidson, K., Eng, K., & Barner, D. (2012). Does learning to count involve a semantic induction? Cognition, 123, 162-173.
  • Barner, D., Brooks, N., & Bale, A. (2011). Accessing the unsaid: The role of scalar alternatives in children's pragmatic inference. Cognition, 188, 87-96.
  • Frank, M.C., & Barner, D. (2012). Representing exact number visually using mental abacus. Journal of Experimental Psychology: General,141(1)134-149.
  • 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.
  • 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.

Updated Oct 2012

Psychology