| 2018 | CogSci | Children learn number words slowly because they don't identify number as relevant to linguistic meaning. | Katharine Tillman, Katie Wagner, David Barner |
| 2016 | CogSci | Children learn non-exact number word meanings first. | Junyi Chu, Katie Wagner, David Barner |
| 2016 | CogSci | Beyond the language explosion: What gradual word learning tells us about conceptual development. | Katharine Tillman, Katie Wagner, Junyi Chu, Mutsumi Imai, Barbara Malt, Sherri Widen, Marilyn Shatz |
| 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 | 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 |
| 2012 | CogSci | Color word learning is a gradual inductive process. | Katie Wagner, Karen R. Dobkins, David Barner |