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  1.  25
    How Counting Represents Number: What Children Must Learn and When They Learn It.Barbara W. Sarnecka & Susan Carey - 2008 - Cognition 108 (3):662-674.
  2.  50
    Learning to Represent Exact Numbers.Barbara W. Sarnecka - 2015 - Synthese 198 (Suppl 5):1001-1018.
    This article focuses on how young children acquire concepts for exact, cardinal numbers. I believe that exact numbers are a conceptual structure that was invented by people, and that most children acquire gradually, over a period of months or years during early childhood. This article reviews studies that explore children’s number knowledge at various points during this acquisition process. Most of these studies were done in my own lab, and assume the theoretical framework proposed by Carey. In this framework, the (...)
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  3.  18
    A Model of Knower‐Level Behavior in Number Concept Development.Michael D. Lee & Barbara W. Sarnecka - 2010 - Cognitive Science 34 (1):51-67.
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  4.  39
    The Idea of an Exact Number: Children's Understanding of Cardinality and Equinumerosity.Barbara W. Sarnecka & Charles E. Wright - 2013 - Cognitive Science 37 (8):1493-1506.
    Understanding what numbers are means knowing several things. It means knowing how counting relates to numbers (called the cardinal principle or cardinality); it means knowing that each number is generated by adding one to the previous number (called the successor function or succession), and it means knowing that all and only sets whose members can be placed in one-to-one correspondence have the same number of items (called exact equality or equinumerosity). A previous study (Sarnecka & Carey, 2008) linked children's understanding (...)
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  5.  19
    Number-Knower Levels in Young Children: Insights From Bayesian Modeling.Michael D. Lee & Barbara W. Sarnecka - 2011 - Cognition 120 (3):391-402.
  6.  11
    Exploring the Relation Between People’s Theories of Intelligence and Beliefs About Brain Development.Ashley J. Thomas & Barbara W. Sarnecka - 2015 - Frontiers in Psychology 6.
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  7. Young Children's Number-Word Knowledge Predicts Their Performance on a Nonlinguistic Number Task.James Negen & Barbara W. Sarnecka - 2009 - In N. A. Taatgen & H. van Rijn (eds.), Proceedings of the 31st Annual Conference of the Cognitive Science Society. pp. 2998--3003.
     
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  8.  21
    Seven Does Not Mean Natural Number, and Children Know More Than You Think.Barbara W. Sarnecka - 2008 - Behavioral and Brain Sciences 31 (6):668-669.
    Rips et al.'s critique is misplaced when it faults the induction model for not explaining the acquisition of meta-numerical knowledge: This is something the model was never meant to explain. More importantly, the critique underestimates what children know, and what they have achieved, when they learn the cardinal meanings of the number words through.
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  9.  13
    Analogue Magnitudes and Knower-Levels: Re-Visiting the Variability Argument.James Negen & Barbara W. Sarnecka - 2010 - In S. Ohlsson & R. Catrambone (eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. Cognitive Science Society. pp. 1252--1257.
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  10.  4
    Rationalization May Improve Predictability Rather Than Accuracy.P. Kyle Stanford, Ashley J. Thomas & Barbara W. Sarnecka - 2020 - Behavioral and Brain Sciences 43.
    We present a theoretical and an empirical challenge to Cushman's claim that rationalization is adaptive because it allows humans to extract more accurate beliefs from our non-rational motivations for behavior. Rationalization sometimes generates more adaptive decisions by making our beliefs about the world less accurate. We suggest that the most important adaptive advantage of rationalization is instead that it increases our predictability as potential partners in cooperative social interactions.
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