[all publications] [refereed journal articles only]

7 results
under review
[7] Barner, D., Athanasopoulou, A., Chu, J., Lewis, M. L., Marchand, E., Schneider, R. M., Frank, M. C. (). A one-year classroom-randomized trial of mental abacus instruction for first- and second-grade students.
[6] Brooks, N. B., Barner, D., Frank, M. C., Goldin-Meadow, S. (). The role of gesture in supporting mental representations: The case of mental abacus arithmetic. [pdf] [repository]
[5] Srinivasan, M., Wagner, K., Frank, M. C., Barner, D. (). The role of design and training in artifact expertise: The case of mental abacus and visual attention. [pdf] [repository]
in press
[4] Sullivan, J., Frank, M. C., Barner, D. (). Intensive math training does not affect approximate number acuity: Evidence from a three-year longitudinal curriculum intervention. Journal of Numerical Cognition. [pdf]
[3] Barner, D., Alvarez, G. A., Sullivan, J., Brooks, N. B., Srinivasan, M., Frank, M. C. (). Learning mathematics in a visuospatial format: A randomized, controlled trial of mental abacus instruction. Child Development. [pdf] [repository]
[2] Yurovsky, D., Wagner, K., Barner, D., Frank, M. C. (). Signatures of domain-general categorization mechanisms in color word learning. Proceedings of the 37th Annual Conference of the Cognitive Science Society. [pdf]
[1] Frank, M. C., Barner, D. (). Representing exact number visually using mental abacus. Journal of Experimental Psychology: General, 141, 131–149. [pdf]