Sarnecka Cognitive Development Lab

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Barbara Sarnecka

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Empirical articles

Negen, J. & Sarnecka, B.W. (in press). Is there really a link between exact-number knowledge and approximate number system acuity in young children? British Journal of Developmental Psychology [online] [pdf]

Cohen, D.J. & Sarnecka, B.W. (2014). Children's number-line estimation shows development of measurement skills (not number representations). Developmental Psychology [online] [pdf]

Goldman, M.C., Negen, J. & Sarnecka, B.W. (2014). Are bilingual children better at ignoring perceptually misleading information? A novel test. Developmental Science [online] [pdf]

House, B.R., Henrich, J., Sarnecka, B.W. & Silk, J.B. (2013). The development of contingent reciprocity in children. Evolution & Human Behavior, 34, 86-93. [online] [pdf]

Slusser, E. Ditta, A., & Sarnecka, B. W. (2013). Connecting numbers to discrete quantification: A step in the child's construction of integer concepts. Cognition, 129, 31-41. PMID: 23831562. [online] [pdf]

Sarnecka, B.W., & Wright, C.E. (2013). The idea of an exact number: Children's understanding of cardinality and equinumerosity. Cognitive Science PMID: 23672476 [online] [pdf]

Negen, J. & Sarnecka, B.W. (2012). Number-concept acquisition and general vocabulary development. Child Development, 83, 2019-2027. PMID: 22803603 [online] [pdf]

Negen, J. & Sarnecka, B.W. & Lee, M.D. (2012). An Excel sheet for inferring number-knower levels from Give-N data. Behavior Research Methods, 44, 57-66. PMID: 21789732 [online] [pdf]

Slusser, E. & Sarnecka, B. W. (2011). Find the picture of eight turtles: A link between children's counting and their knowledge of number-word semantics. Journal of Experimental Child Psychology, 110, 38-51. PMC3105118. [online] [pdf]

Lee, M. D. & Sarnecka, B.W. (2011). Number-knower levels in young children: Insights from Bayesian modeling. Cognition, 120, 391-402. PMC3116985. [online] [pdf]

Lee, M. D. & Sarnecka, B.W. (2010). A model of knower-level behavior in number-concept development. Cognitive Science, 34, 51-67. PMC2836733. [online] [pdf]

Sarnecka, B. W. & Lee, M. D. (2009). Levels of number knowledge in early childhood. Journal of Experimental Child Psychology, 103, 325-337. PMC3127737. [online] [pdf]

Sarnecka, B. W. & Carey, S. (2008) How counting represents number: What children must learn and when they learn it. Cognition, 108, 662-674. PMID: 18572155. [online] [pdf]

Gelman, S.A., Goetz, P.J., Sarnecka, B.W., & Flukes, J. (2008) Generic language in parent-child conversations. Language Learning and Development, 4, 1-31. PMC3137552. [online] [pdf]

Sarnecka, B.W., Kamenskaya, V.G., Yamana, Y., Ogura, T., & Yudovina, J.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. PMC2322941. [online] [pdf]

Sarnecka, B.W. & Gelman, S.A. (2004). Six does not just mean a lot: Preschoolers see number words as specific. Cognition, 92, 329-352. PMC3143070. [online] [pdf]

Book chapters and review articles

Sarnecka, B.W. & Goldman, M.C. & Slusser, E.B. (in press). How counting leads to children's first representations of exact, large numbers. R. Cohen Kadosh & A. Dowker (Eds.), Oxford Handbook of Numerical Cognition NY: Oxford University Press. [Oxford Handbooks Online] [pdf]

Sarnecka, B.W. (2014). On the relation between grammatical number and cardinal numbers in development. Frontiers in Psychology: Developmental Psychology [online]

Sarnecka, B.W. & Negen, J. (2012). A number of options: Rationalist, constructivist and Bayesian insights into the development of exact-number concepts. In J.B. Benson (Serial Ed.) & F. Xu & T. Kushnir (Vol. Eds.), Rational constructivism in cognitive development (pp. 237-268) Oxford, UK: Elsevier Inc: Academic Press. ISBN 9780123979193. [pdf]

Carey, S. & Sarnecka, B.W. (2006). The development of human conceptual representations. M. Johnson & Y. Munakata (Eds.), Processes of Change in Brain and Cognitive Development: Attention and Performance XXI, 473-496 [pdf]

Conference proceedings & presentations

Goldman, M.C., Negen, J., Anaya, T. & Sarnecka, B.W. (2013, April). Numerical knowledge of low- versus higher-income bilingual preschoolers. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA. [poster]

Negen, J., Goldman, M., Anaya, T. & Sarnecka, B.W. (2013, April). ANS acuity and learning number words from number books and games. Poster presented at the biennial meeting of the Society for Research in Child Development, Seattle, WA. [poster]

Negen, J. & Sarnecka, B.W. (2011). Analogue magnitudes and knower levels: Re-visiting the variability argument. Proceedings of the 32nd Annual Meeting of the Cognitive Science Society. Red Hook, NY: Curran Associates. [pdf]

Negen, J. & Sarnecka, B.W. (2010). Young children's number-word knowledge predicts their performance on a nonlinguistic number task. In N. Taatgen (Ed.), Proceedings of the 31st Annual Meeting of the Cognitive Science Society. Red Hook, NY: Curran Associates. [pdf]

Slusser, E. & Sarnecka, B. (2009). Children's partial understanding of number words. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, Colorado. [poster][handout]

Slusser, E. & Sarnecka, B. (2007). When do young children connect number words to discrete quantification? Poster presented at the biennial meeting of the Society for Research in Child Development, Boston, Massachusetts.[poster][handout]

Sarnecka, B., & Cerutti, A. (2005) Specificity, direction, and unit-of-one: Piecing together the logic of number words [Abstract]. 4th Biennial Meeting of the Cognitive Development Society, San Diego, CA. [pdf]

Sarnecka, B.W., Kamenskaya, V.G., Ogura, T., Yamana, Y., & Yudovina, J.B. (2004). Language as lens: Plurality marking and numeral learning in English, Japanese, and Russian. In Proceedings of the 28th annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press. [Preliminary results from the study that was later published as Sarnecka et al., 2007] [pdf]

Commentaries, etc.

Sarnecka, B. W. (2008) SEVEN does not mean NATURAL NUMBER, and children know more than you think. [Commentary on Rips, et al.] Behavioral & Brain Sciences, 31, 668. [pdf of article & commentaries]

Sarnecka, B.W. (2006) [Review of the book Language development across childhood and adolescence by Ruth A. Berman, Ed.] Studies in Second Language Acquisition, 28, 535-537. [pdf]

Sarnecka, B.W. (2002). [Review of the book Human language and our reptilian brain: The subcortical bases of speech, syntax and thought by Philip Lieberman]. Journal of Cognition and Culture 2, 161-162. [pdf]

Sarnecka, B.W. (2002). [Review of the book Language and gesture byDavid McNeill, Ed.]. Journal of Cognition and Culture, 2, 81-82. [pdf]

Sarnecka, B.W. (2001). [Review of the book The neurolinguistics of bilingualism: An introduction by Franco Fabbro]. Journal of Cognition and Culture, 1, 359-360. [pdf]