| How counting represents number: What children must learn and when they learn it BW Sarnecka, S Carey Cognition 108 (3), 662-674, 2008 | 412 | 2008 |
| Six does not just mean a lot: Preschoolers see number words as specific BW Sarnecka, SA Gelman Cognition 92 (3), 329-352, 2004 | 205 | 2004 |
| From grammatical number to exact numbers: Early meanings of ‘one’,‘two’, and ‘three’in English, Russian, and Japanese BW Sarnecka, VG Kamenskaya, Y Yamana, T Ogura, YB Yudovina Cognitive psychology 55 (2), 136-168, 2007 | 197 | 2007 |
| Levels of number knowledge during early childhood BW Sarnecka, MD Lee Journal of experimental child psychology 103 (3), 325-337, 2009 | 165 | 2009 |
| Generic language in parent-child conversations SA Gelman, PJ Goetz, BW Sarnecka, J Flukes Language Learning and Development 4 (1), 1-31, 2008 | 133 | 2008 |
| Number‐concept acquisition and general vocabulary development J Negen, BW Sarnecka Child development 83 (6), 2019-2027, 2012 | 91 | 2012 |
| The development of contingent reciprocity in children B House, J Henrich, B Sarnecka, JB Silk Evolution and Human Behavior 34 (2), 86-93, 2013 | 90 | 2013 |
| Is there really a link between exact‐number knowledge and approximate number system acuity in young children? J Negen, BW Sarnecka British Journal of Developmental Psychology 33 (1), 92-105, 2015 | 83 | 2015 |
| Find the picture of eight turtles: A link between children’s counting and their knowledge of number word semantics EB Slusser, BW Sarnecka Journal of experimental child psychology 110 (1), 38-51, 2011 | 83 | 2011 |
| The development of human conceptual representations: A case study S Carey, BW Sarnecka Processes of change in brain and cognitive development: Attention and …, 2006 | 81 | 2006 |
| A model of knower‐level behavior in number concept development MD Lee, BW Sarnecka Cognitive science 34 (1), 51-67, 2010 | 80 | 2010 |
| The idea of an exact number: Children's understanding of cardinality and equinumerosity BW Sarnecka, CE Wright Cognitive science 37 (8), 1493-1506, 2013 | 79 | 2013 |
| Children’s number-line estimation shows development of measurement skills (not number representations). DJ Cohen, BW Sarnecka Developmental psychology 50 (6), 1640, 2014 | 74 | 2014 |
| Number-knower levels in young children: Insights from Bayesian modeling MD Lee, BW Sarnecka Cognition 120 (3), 391-402, 2011 | 62 | 2011 |
| Correction: No child left alone: Moral judgments about parents affect estimates of risk to children AJ Thomas, PK Stanford, BW Sarnecka Collabra 2 (1), 2016 | 42 | 2016 |
| Learning to represent exact numbers BW Sarnecka Synthese, 1-18, 2015 | 35 | 2015 |
| Toddlers prefer those who win but not when they win by force AJ Thomas, L Thomsen, AF Lukowski, M Abramyan, BW Sarnecka Nature human behaviour 2 (9), 662-669, 2018 | 29 | 2018 |
| How counting leads to children’s first representations of exact, large numbers BW Sarnecka, MC Goldman, EB Slusser Oxford handbook of numerical cognition, 291-309, 2015 | 28 | 2015 |
| Connecting numbers to discrete quantification: A step in the child’s construction of integer concepts E Slusser, A Ditta, B Sarnecka Cognition 129 (1), 31-41, 2013 | 27 | 2013 |
| On the relation between grammatical number and cardinal numbers in development BW Sarnecka Frontiers in psychology 5, 1132, 2014 | 22 | 2014 |
Michael LeeProfessor of Cognitive Sciences, University of California IrvineVerified email at uci.edu
