EDUCATION
Ph.D., Psychology, 2004, University of Michigan, Ann Arbor
M.A., Anthropology, 2001, University of Michigan, Ann Arbor
B.A. with High Distinction, Russian and Japanese, 1992, University of Iowa, Iowa City
APPOINTMENTS
2005-present Assistant Professor, Cognitive Sciences, University of California-Irvine.
2004-2005 Postdoctoral Fellow, Psychology, Harvard University
FELLOWSHIPS AND AWARDS
NIH-NRSA Post-Doctoral Fellowship, Harvard University, 2005-2007 (declined)
NIH-NRSA Post-Doctoral Traineeship, Harvard University, 2004-2005
NSF-ROLE Post-Doctoral Fellowship, Harvard University, 2004
Rackham Dissertation Fellowship, University of Michigan, 2003
U. S. Department of Education Foreign Language/Area Studies Multi-Year Fellowship, 2001-2003 (declined 2nd year)
Culture & Cognition Graduate Fellowship, University of Michigan, 2000-2001
NIH Graduate Fellowship, University of Michigan, 1997-1999
Regents' Fellowship, University of Michigan, 1996-1999 (declined 2nd and 3rd years)
Phi Beta Kappa, University of Iowa, 1991
PUBLICATIONS
Sarnecka, B. W. & Lee, M. D. (in press). Levels of number knowledge in early childhood. Journal of Experimental Child Psychology
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Lee, M. D. & Sarnecka, B.W. (under review). A model of knower-level behavior in number-concept development.
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Slusser, E. & Sarnecka, B. (in preparation). Children's partial understanding of number words.
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Slusser, E. & Sarnecka, B. (in preparation). When do young children understand that number words refer to discrete quanitification?
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Slusser, E. & Sarnecka, B. (in preparation). Children know number words refer to 'things' NOT 'stuff': No singular/plural marking necessary.
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Negen, J. & Sarnecka, B. (in preparation). Young children's number word knowledge predicts their performance on a numerical task without number words.
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Slusser, E. & Sarnecka, B. (2009). Children's partial understanding of number words. Poster presented at the SRCD conference 2009.
[ppt]
Sarnecka, B. W. & Carey, S. (2008) How counting represents number: What children must learn and when they learn it. Cognition, 108, 662-674.
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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.
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Sarnecka, B. W. (2008) SEVEN does not mean NATURAL NUMBER, and children know more than you think. Behavioral & Brain Sciences, 31, 668.
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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.
[Abstract] [Full Text]
Slusser, E. & Sarnecka, B. (2007). When do young children connect number words to discrete quanitification? Poster presented at the SRCD conference 2007.
[pdf]
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.
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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.
[Abstract] [Full Text]
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, http://www.cogdevsoc.org/meetings.html
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Sarnecka, B.W. & Gelman, S.A. (2004). Six does not just mean a lot: Preschoolers see number words as specific. Cognition, 92, 329-352.
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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. [Data are included in Sarnecka et al (2007)]
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Sarnecka, B.W. (2004) Language as Lens: Plurality marking and numeral learning in English, Japanese, and Russian. Unpublished Doctoral dissertation, University of Michigan.
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.
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Sarnecka, B.W. (2002). [Review of the book Language and gesture byDavid McNeill, Ed.]. Journal of Cognition and Culture, 2, 81-82.
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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.
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Barbara Sarnecka