| How counting represents number: What children must learn and when they learn it BW Sarnecka, S Carey Cognition 108 (3), 662-674, 2008 | 614 | 2008 |
| Six does not just mean a lot: Preschoolers see number words as specific BW Sarnecka, SA Gelman Cognition 92 (3), 329-352, 2004 | 260 | 2004 |
| From grammatical number to exact numbers: Early meanings of ‘one’,‘two’, and ‘three’in English, Russian, and Japanese BW Sarnecka, VG Kamenskaya, Y Yamana, T Ogura, YB Yudovina Cognitive psychology 55 (2), 136-168, 2007 | 258 | 2007 |
| Levels of number knowledge during early childhood BW Sarnecka, MD Lee Journal of experimental child psychology 103 (3), 325-337, 2009 | 240 | 2009 |
| Generic language in parent-child conversations SA Gelman, PJ Goetz, BW Sarnecka, J Flukes Language Learning and Development 4 (1), 1-31, 2008 | 176 | 2008 |
| Number‐concept acquisition and general vocabulary development J Negen, BW Sarnecka Child development 83 (6), 2019-2027, 2012 | 155 | 2012 |
| The development of contingent reciprocity in children B House, J Henrich, B Sarnecka, JB Silk Evolution and Human Behavior 34 (2), 86-93, 2013 | 147 | 2013 |
| The idea of an exact number: Children's understanding of cardinality and equinumerosity BW Sarnecka, CE Wright Cognitive science 37 (8), 1493-1506, 2013 | 136 | 2013 |
| Find the picture of eight turtles: A link between children’s counting and their knowledge of number word semantics EB Slusser, BW Sarnecka Journal of experimental child psychology 110 (1), 38-51, 2011 | 111 | 2011 |
| A model of knower‐level behavior in number concept development MD Lee, BW Sarnecka Cognitive science 34 (1), 51-67, 2010 | 111 | 2010 |
| Is there really a link between exact‐number knowledge and approximate number system acuity in young children? J Negen, BW Sarnecka British Journal of Developmental Psychology 33 (1), 92-105, 2015 | 109 | 2015 |
| Children’s number-line estimation shows development of measurement skills (not number representations). DJ Cohen, BW Sarnecka Developmental psychology 50 (6), 1640, 2014 | 99 | 2014 |
| Number-knower levels in young children: Insights from Bayesian modeling MD Lee, BW Sarnecka Cognition 120 (3), 391-402, 2011 | 85 | 2011 |
| The development of human conceptual representations: A case study S Carey, BW Sarnecka Processes of change in brain and cognitive development: Attention and …, 2006 | 83 | 2006 |
| Toddlers prefer those who win but not when they win by force AJ Thomas, L Thomsen, AF Lukowski, M Abramyan, BW Sarnecka Nature Human Behaviour 2 (9), 662-669, 2018 | 78 | 2018 |
| Learning to represent exact numbers BW Sarnecka Synthese 198, 1001-1018, 2021 | 68 | 2021 |
| No child left alone: Moral judgments about parents affect estimates of risk to children AJ Thomas, PK Stanford, BW Sarnecka Collabra 2 (1), 10, 2016 | 66 | 2016 |
| How counting leads to children’s first representations of exact, large numbers BW Sarnecka, MC Goldman, EB Slusser The Oxford handbook of numerical cognition, 291-309, 2015 | 57 | 2015 |
| On the relation between grammatical number and cardinal numbers in development BW Sarnecka Frontiers in psychology 5, 110232, 2014 | 43 | 2014 |
| The Exploration Advantage: Children’s instinct to explore allows them to find information that adults miss. E Sumner, AX Li, A Perfors, B Hayes, D Navarro, BW Sarnecka PsyArXiv, 2019 | 38 | 2019 |
Michael LeeProfessor of Cognitive Sciences, University of California IrvineEmail verificata su uci.edu
