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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 24 1 How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting) Sarnecka, Barbara W. In: Sarnecka, Barbara W.(2015). How Numbers are Like the Earth (and Unlike Faces, Loitering or Knitting). In Core Knowledge and Conceptual Change Location: Oxford University Press. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/50m278x6 (2015) BASE Show details 2 Learning to Represent Exact Numbers Sarnecka, Barbara W. In: Sarnecka, Barbara W.(2015). Learning to Represent Exact Numbers. Synthese. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/6tq9j73k (2015) BASE Show details 3 On the relation between grammatical number and cardinal numbers in development. Sarnecka, Barbara W In: Frontiers in psychology, vol 5, iss SEP (2014) BASE Show details 4 Are bilingual children better at ignoring perceptually misleading information? A novel test Goldman, Meghan C; Negen, James; Sarnecka, Barbara W In: Goldman, Meghan C; Negen, James; & Sarnecka, Barbara W. (2014). Are bilingual children better at ignoring perceptually misleading information? A novel test. Developmental Science, 17(6), 956 - 964. doi:10.1111/desc.12175. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/2s6833s0 (2014) BASE Show details 5 On the relation between grammatical number and cardinal numbers in development Sarnecka, Barbara W.. - : Frontiers Media S.A., 2014 BASE Show details 6 Are Bilingual Children Better at Ignoring Perceptually Misleading Information? A Novel Test Goldman, Meghan C.; Negen, James; Sarnecka, Barbara W.. - 2014 BASE Show details 7 The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity Sarnecka, Barbara W.; Wright, Charles E. In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 37 (2013) 8, 1493-1506 OLC Linguistik Show details 8 Number-Concept Acquisition and General Vocabulary Development Negen, James; Sarnecka, Barbara W.. - 2012 BASE Show details 9 Find the picture of eight turtles: A link between children’s counting and their knowledge of number-word semantics Slusser, Emily B.; Sarnecka, Barbara W.. - 2011 BASE Show details 10 A model of knower-level behavior in number concept development Lee, Michael D.; Sarnecka, Barbara W. In: Cognitive science. - Hoboken, NJ : Wiley-Blackwell 34 (2010) 1, 51-67 BLLDB OLC Linguistik Show details 11 Young children’s number-word knowledge predicts their performance on a nonlinguistic number task Negen, James; Sarnecka, Barbara W. In: Negen, James; & Sarnecka, Barbara W.(2009). Young children’s number-word knowledge predicts their performance on a nonlinguistic number task. In Proceedings of the 31st Annual Meeting of the Cognitive Science Society Location: Curran Associates. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/1q03q75z (2009) BASE Show details 12 How counting represents number: what children must learn and when they learn it Carey, Susan; Sarnecka, Barbara W. In: Cognition. - Amsterdam [u.a] : Elsevier 108 (2008) 3, 662-674 BLLDB OLC Linguistik Show details 13 How counting represents number: What children must learn and when they learn it Sarnecka, Barbara W.; Carey, Susan In: Cognition. - Amsterdam [u.a] : Elsevier 108 (2008) 3, 662-674 OLC Linguistik Show details 14 Generic language in parent-child conversations Flukes, Jonathan; Sarnecka, Barbara W.; Gelman, Susan A.... In: Language learning and development. - Philadelphia, Pa. : Taylor & Francis 4 (2008) 1, 1-31 BLLDB OLC Linguistik Show details 15 SEVEN does not mean NATURAL NUMBER, and children know more than you think Sarnecka, Barbara W; Rips, Lance J; Bloomfield, Amber... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 668 OLC Linguistik Show details 16 From numerical concepts to concepts of number : [including open peer commentary and authors' response] Halberda, Justin (Komm.); Lourenco, Stella F. (Komm.); Smith, Leslie (Komm.)... In: Behavioral and brain sciences. - New York, NY [u.a.] : Cambridge Univ. Press 31 (2008) 6, 623-687 BLLDB OLC Linguistik Show details 17 Generic Language in Parent-Child Conversations Gelman, Susan A.; Goetz, Peggy J.; Sarnecka, Barbara W.. - 2008 BASE Show details 18 Generic Language in Parent-Child Conversations Gelman, Susan A.; Goetz, Peggy J; Sarnecka, Barbara W... In: Gelman, Susan A.; Goetz, Peggy J; Sarnecka, Barbara W; & Flukes, Jonathan. (2007). Generic Language in Parent-Child Conversations. Language Learning and Development, in press, in press. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/26x2f4kw (2007) BASE Show details 19 From grammatical number to exact numbers: Early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese Sarnecka, Barbara W.; Kamenskaya, Valentina G.; Yamana, Yuko; Ogura, Tamiko; Yudovina, Yulia. B. In: Sarnecka, Barbara W.; Kamenskaya, Valentina G.; Yamana, Yuko; Ogura, Tamiko; & Yudovina, Yulia. B.(2007). From grammatical number to exact numbers: Early meanings of 'one', 'two', and 'three' in English, Russian, and Japanese. Cognitive Psychology, 55, 136 - 168. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/9hg912bn (2007) Abstract: This study examined whether singular/plural marking in a language helps children learn the meanings of the words 'one,' 'two,' and 'three.' First, CHILDES data in English, Russian (which marks singular/plural), and Japanese (which does not) were compared for frequency, variability, and contexts of number-word use. Then young children in the USA, Russia, and Japan were tested on Counting and Give-N tasks. More English and Russian learners knew the meaning of each number word than Japanese learners, regardless of whether singular/plural cues appeared in the task itself (e.g., "Give two apples" vs. "Give two"). These results suggest that the learning of "one," "two" and "three" is supported by the conceptual framework of grammatical number, rather than that of integers. (c) 2006 Elsevier Inc. All rights reserved. Keyword: bootstrapping; cardinality; CHILDES; children; concepts; conceptual development; counting; education; give-A-number; give-N; grammar; grammatical number; integers cross-linguistic; Japanese; language; language acquisition; language development; lexical development; mathematics; number; number concepts; number words numerals; one; plural; plurality; preschool; quantification; quantifiers; Russian; semantic development; semantics; singular; three; two; word learning URL: http://www.escholarship.org/uc/item/9hg912bn BASE Hide details 20 From grammatical number to exact numbers: early meanings of "one", "two", and "three" in English, Russian, and Japanese Sarnecka, Barbara W.; Kamenskaya, Valentina G.; Yamana, Yuko... In: Cognitive psychology. - Amsterdam : Elsevier 55 (2007) 2, 136-168 BLLDB Show details Page: 1 2

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