| 2025 | CogSci | "He's bigger so he has to be older": Children's development of age concepts from 3 to 5 years old. | Kosta Boskovic, David Barner |
| 2025 | CogSci | Preschoolers Compute Literal and Pragmatic Meanings of Conditionals with Contextual Support. | Ebru Evcen, David Barner |
| 2025 | CogSci | Who Has More Furniture? Context Effects on the Quantification of Mass vs. Count Superordinate Nouns. | Khuyen Nha Le, Alan C. Bale, David Barner |
| 2024 | CogSci | Five' is the number of bunnies and hats: Children's understanding of cardinal extension and exact number. | Khuyen Nha Le, Christine Kwon, Mincong Wu, David Barner |
| 2024 | CogSci | Twice Upon a Time: Children Use Syntactic Bootstrapping to Learn the Meanings of Yesterday and Tomorrow. | Urvi Maheshwari, David Barner |
| 2023 | CogSci | How does the syntax of counting affect learnability? Evidence from artificial language learning. | Sebastian Holt, David Barner |
| 2021 | CogSci | Improvised Numerals Rely on 1-to-1 Correspondence. | Sebastian Holt, David Barner, Judith E. Fan |
| 2021 | CogSci | Pragmatic impacts on children's understanding of exact equality. | Rose M. Schneider, Roman Feiman, Madeleine A. Mendes, David Barner |
| 2021 | CogSci | Subitizing Abilities of Bilingual Subset-Knowers. | Nina Schoener, Elisabeth Marchand, Kelly Kendro, David Barner |
| 2020 | CogSci | How Reliable is the Give-a-Number task? | Elisabeth Marchand, David Barner |
| 2020 | CogSci | Procedures and principles of number: Evidence from the Tsimane'. | Benjamin Pitt, Rose M. Schneider, Stephen Ferrigno, Edward Gibson, David Barner, Steven T. Piantadosi |
| 2020 | CogSci | Children use one-to-one correspondence to establish equality after learning to count. | Rose M. Schneider, David Barner |
| 2020 | CogSci | Starting small: Exploring the origins of successor function knowledge. | Rose M. Schneider, Ashlie Pankonin, Adena Schachner, David Barner |
| 2019 | CogSci | The Acquisition of French Un. | Elisabeth Marchand, David Barner |
| 2019 | CogSci | Sources of knowledge in children's acquisition of the successor function. | Rose M. Schneider, Kaiqi Guo, David Barner |
| 2018 | CogSci | Children learn number words slowly because they don't identify number as relevant to linguistic meaning. | Katharine Tillman, Katie Wagner, David Barner |
| 2017 | CogSci | Picturing time: Children's preferences for visual representations of events. | Katharine Tillman, Eren Fukuda, David Barner |
| 2016 | CogSci | Children learn non-exact number word meanings first. | Junyi Chu, Katie Wagner, David Barner |
| 2016 | CogSci | Deconstructing "tomorrow": How children learn the semantics of time. | Katharine Tillman, Tyler Marghetis, David Barner, Mahesh Srinivasan |
| 2016 | CogSci | The Influence of Reputation Concerns and Social Biases on Children's Sharing Behavior. | Haleh Yazdi, David Barner, Gail D. Heyman |
| 2015 | CogSci | Daxing with a Dax: Evidence of Productive Lexical Structures in Children. | Sara Al-Mughairy, Ruthe Foushee, David Barner, Mahesh Srinivasan |
| 2015 | CogSci | Building the mental timeline: Spatial representations of time in preschoolers. | Katharine Tillman, Nestor Tulagan, David Barner |
| 2015 | CogSci | Why is Number Word Learning Hard? Evidence from Bilingual Learners. | Katie Wagner, Katherine Kimura, Pierina Cheung, David Barner |
| 2015 | CogSci | Signatures of Domain-General Categorization Mechanisms in Color Word Learning. | Daniel Yurovsky, Katie Wagner, David Barner, Michael C. Frank |
| 2014 | CogSci | Multi-modal Symbolic Representations of Number: Everything You Ever Wanted to Know About Mental Abacus, but Were Afraid to Ask. | David Barner, George A. Alvarez, Mahesh Srinivasan, Neon Brooks, Susan Goldin-Meadow, Jessica Sullivan, Katie Wagner, Michael C. Frank |
| 2014 | CogSci | Symposium: The Role of Alternatives in Pragmatic Inference. | Judith Degen, Noah D. Goodman, Roni Katzir, David Barner, Albert Gatt |
| 2014 | CogSci | Shifting ground: A definite deficit in adult article production. | Lara Hochstein, David Barner |
| 2014 | CogSci | Concepts as Representations for Essences: Evidence from Use of Generics. | Iris Oved, Pierina Cheung, David Barner |
| 2014 | CogSci | Magical Thinking: Outcome Bias Affects Children's Evaluation of Testimony. | Iris Oved, Gail D. Heyman, David Barner |
| 2014 | CogSci | Origins of time: New insights into the psychological foundations of time. | Katharine Tillman, Esther Walker, Tyler Marghetis, Andrea Bender, Sieghard Beller, Mahesh Srinivasan, David Barner, Julio Santiago, Benjamin Bergen, Rafael E. Nez, Daniel Casasanto, Lera Boroditsky |
| 2014 | CogSci | Partial color word comprehension precedes production. | Katie Wagner, Jill Jergens, David Barner |
| 2013 | CogSci | Two for one? Transfer of conceptual content in bilingual number word learning. | Katherine Kimura, Katie Wagner, David Barner |
| 2013 | CogSci | Learning the language of time: Children's acquisition of duration words. | Katharine Tillman, David Barner |
| 2013 | CogSci | Slow drift of individuals' magnitude-to-number mapping. | Edward Vul, David Barner, Jessica Sullivan |
| 2012 | CogSci | What Counts in Mandarin Chinese: A Study of Individuation and Quantification. | Pierina Cheung, Peggy Li, David Barner |
| 2012 | CogSci | Color word learning is a gradual inductive process. | Katie Wagner, Karen R. Dobkins, David Barner |
| 2011 | CogSci | Placeholder structure and numerical computation. | David Barner, Neon Brooks, Michael C. Frank, Elizabet Spaepen |
| 2011 | CogSci | Children's Use of Structure Mapping in Numerical Estimation. | Jessica Sullivan, David Barner |
| 2008 | PACLIC | Source of Individuation in Mandarin Chinese, a Classifier Language. | Pierina Cheung, Peggy Li, David Barner |
| 2005 | PACLIC | A Small Fan and a Small Handful of Fans Exploring the Acquisition of Count-mass Distinction in Mandarin. | Becky Hsuan-hua Huang, David Barner, Peggy Li |