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Hilary Barth [6]Hilary C. Barth [3]
  1.  35
    The Construction of Large Number Representations in Adults.Elizabeth Spelke & Hilary Barth - 2003 - Cognition 86 (3):201-221.
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  2.  39
    Non-Symbolic Arithmetic in Adults and Young Children.Hilary Barth, Kristen La Mont, Jennifer Lipton, Stanislas Dehaene, Nancy Kanwisher & Elizabeth Spelke - 2006 - Cognition 98 (3):199-222.
  3.  18
    Developmental Change in Numerical Estimation.Emily B. Slusser, Rachel T. Santiago & Hilary C. Barth - 2013 - Journal of Experimental Psychology: General 142 (1):193.
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  4.  13
    Judgments of Discrete and Continuous Quantity: An Illusory Stroop Effect.Hilary C. Barth - 2008 - Cognition 109 (2):251-266.
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  5. Nonsymbolic Approximate Arithmetic in Children: Abstract Addition Prior to Instruction.(Manuscript Under Review.Hilary Barth, Lacey Beckmann & Elizabeth S. Spelke - 2008 - Developmental Psychology 44 (5).
     
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  6. Modeling the Left Digit Effect in Adult Number Line Estimation.Andrea L. Patalano, Kelsey Kayton & Hilary Barth - 2023 - Cognition 230 (C):105257.
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  7.  38
    Do Mental Magnitudes Form Part of the Foundation for Natural Number Concepts? Don't Count Them Out Yet.Hilary Barth - 2008 - Behavioral and Brain Sciences 31 (6):644-645.
    The current consensus among most researchers is that natural number is not built solely upon a foundation of mental magnitudes. On their way to the conclusion that magnitudes do not form any part of that foundation, Rips et al. pass rather quickly by theories suggesting that mental magnitudes might play some role. These theories deserve a closer look.
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  8.  4
    Suboptimality in Perceptual Decision Making and Beyond.Hilary C. Barth, Sara Cordes & Andrea L. Patalano - 2018 - Behavioral and Brain Sciences 41.
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  9.  2
    Numerical Cognition Needs More and Better Distinctions, Not Fewer.Hilary Barth & Anna Shusterman - 2021 - Behavioral and Brain Sciences 44.
    We agree that the approximate number system truly represents number. We endorse the authors' conclusions on the arguments from confounds, congruency, and imprecision, although we disagree with many claims along the way. Here, we discuss some complications with the meanings that undergird theories in numerical cognition, and with the language we use to communicate those theories.
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