Rose Schneider
Rose Schneider
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The trouble with quantifiers: exploring children's deficits in scalar implicature
AC Horowitz, RM Schneider, MC Frank
Child development 89 (6), e572-e593, 2018
Large-scale investigations of variability in children's first words.
R Schneider, D Yurovsky, M Frank
CogSci, 2110-2115, 2015
Do Children Use Language Structure to Discover the Recursive Rules of Counting?
RM Schneider, J Sullivan, F Marušič, R Žaucer, P Biswas, P Mišmaš, ...
PsyArXiv, 2019
Counting and the ontogenetic origins of exact equality
RM Schneider, E Brockbank, R Feiman, D Barner
Cognition 218, 104952, 2022
What counts? Sources of knowledge in children’s acquisition of the successor function
RM Schneider, J Sullivan, K Guo, D Barner
Child Development 92 (4), e476-e492, 2021
Counting to Infinity: Does learning the syntax of the count list predict knowledge that numbers are infinite?
J Chu, P Cheung, RM Schneider, J Sullivan, D Barner
Cognitive Science 44 (8), e12875, 2020
Peekbank: Exploring children's word recognition through an open, large-scale repository for developmental eye-tracking data
M Zettersten, C Bergey, N Bhatt, V Boyce, M Braginsky, A Carstensen, ...
PsyArXiv, 2021
A one-year classroom-randomized trial of mental abacus instruction for first-and second-grade students
D Barner, A Athanasopoulou, J Chu, M Lewis, E Marchand, R Schneider, ...
Journal of Numerical Cognition 3 (3), 540-558, 2018
Starting small: Exploring the origins of successor function knowledge
RM Schneider, A Pankonin, A Schachner, D Barner
Developmental Science 24 (4), e13091, 2021
A speed-accuracy trade-off in children's processing of scalar implicatures.
R Schneider, MC Frank
CogSci, 2016
Pragmatic impacts on children’s understanding of exact equality
RM Schneider, R Feiman, MA Mendes, D Barner
Proceedings of the Annual Meeting of the Cognitive Science Society 43 (43), 2021
Counting and the development of exact number concepts
RM Schneider
UC San Diego, 2021
Procedures and principles of number: Evidence from the Tsimane'.
B Pitt, RM Schneider, S Ferrigno, E Gibson, D Barner, ST Piantadosi
CogSci, 2020
Schneider, RM, & Barner, D.(2020). Children use one-to-one correspondence to establish equality after learning to count. 42nd Annual Meeting of the Cognitive Science Society.
RM Schneider
42nd Annual Meeting of the Cognitive Science Society., 2020
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