David Barner

Baby steps in evaluating the capacities of large language models

One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles

Bootstrapping in a language of thought: A formal model of numerical concept learning

Do humans have two systems to track beliefs and belief-like states?

An Embedded and Embodied Cognition Review of Instructional Manipulatives

A Survey on Evaluation of Large Language Models

Cognitive science in the field: A preschool intervention durably enhances intuitive but not formal mathematics

Human-level concept learning through probabilistic program induction

Children's expectations about training the approximate number system

Historical Psychology

From Passions to Emotions

Putting Education in “Educational” Apps

Evidence for a non-linguistic distinction between singular and plural sets in rhesus monkeys

Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction

Representing exact number visually using mental abacus.

Inference and exact numerical representation in early language development

On the relation between the acquisition of singular–plural morpho‐syntax and the conceptual distinction between one and more than one

Does learning to count involve a semantic induction?

Finding one’s meaning: A test of the relation between quantifiers and integers in language development☆