Barbara Sarnecka
Barbara Sarnecka
Associate Professor of Cognitive Sciences and Logic & Philosophy of Science, University of
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Cited by
Cited by
How counting represents number: What children must learn and when they learn it
BW Sarnecka, S Carey
Cognition 108 (3), 662-674, 2008
Six does not just mean a lot: Preschoolers see number words as specific
BW Sarnecka, SA Gelman
Cognition 92 (3), 329-352, 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
Levels of number knowledge during early childhood
BW Sarnecka, MD Lee
Journal of experimental child psychology 103 (3), 325-337, 2009
Generic language in parent-child conversations
SA Gelman, PJ Goetz, BW Sarnecka, J Flukes
Language Learning and Development 4 (1), 1-31, 2008
Number‐concept acquisition and general vocabulary development
J Negen, BW Sarnecka
Child development 83 (6), 2019-2027, 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
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
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
The development of human conceptual representations: A case study
S Carey, BW Sarnecka
Processes of change in brain and cognitive development: Attention and …, 2006
A model of knower‐level behavior in number concept development
MD Lee, BW Sarnecka
Cognitive science 34 (1), 51-67, 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
Children’s number-line estimation shows development of measurement skills (not number representations).
DJ Cohen, BW Sarnecka
Developmental psychology 50 (6), 1640, 2014
Number-knower levels in young children: Insights from Bayesian modeling
MD Lee, BW Sarnecka
Cognition 120 (3), 391-402, 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
Learning to represent exact numbers
BW Sarnecka
Synthese, 1-18, 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
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
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
On the relation between grammatical number and cardinal numbers in development
BW Sarnecka
Frontiers in psychology 5, 1132, 2014
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