McClure, E., Chentsova- Dutton, Y., Barr, R., Holochwost, S., Parrott, G. (2016). “Facetime doesn’t count”: Video chat an exception to media restrictions for infants and toddlers. International Journal of Child- Computer Interaction, 6, 1-6.
Bank, A.M., Barr, R., Calvert, S.L., Parrott, W.G., McDonough, S.C., & Rosenblum, K. (2011). Maternal depression and family media use: A questionnaire and diary analysis. Journal of Child and Family Studies.
Barr, R., Danziger, C., Hilliard, M.E., Andolina, C., & Ruskis, J. (2010). Amount, content and context of infant media exposure: a parental questionnaire and diary analysis. International Journal of Early Years Education, 18(2), 107-122.
Fenstermacher, S., Barr, R., Brey, E., Pempek, T.A., Ryan, M., Calvert, S.L., Shwery, C.E. & Linebarger, D. (2010). Interaction quality depicted in infant and toddler videos: Where are the Interactions? Infant and Child Development, 19, 594-612.
Fenstermacher, S., Barr, R., Salerno, K., Garcia, A., Shwery, C.E., Calvert, S.L. & Linebarger, D.L. (2010). Infant directed media: An analysis of product information and claims. Infant and Child Development, 19, 557-576.
Vaala, S.E., Linebarger, D.L., Fenstermacher, S.K., Tedone, A., Brey, E., Barr, R., Moses, A., Shwery, C.E., & Calvert, S.L. (2010). Content analysis of language – Promoting teaching strategies used in infant-directed media. Infant and Child Development, 19, 628-648.
Calvert, S. L., Rideout, V.J., Woolard, J.L., Barr, R.F., Strouse, G.A. (2005). Age, Ethnicity, and Socioeconomic Patterns in Early Computer Use: A National Survey. American Behavioral Scientist, 48(5), 590-607. and Child Development, 19, 553-556.
Barr, R., McClure, E., & Palarkian, R. (2019). Maximizing the potential for learning from screen experiences in early childhood: What the research says. Zero to Three, 29-36.
Barr, R. (2019). Growing up in the digital age: Early learning and family media ecology. Current Directions in Psychological Science,1-6.
Moser, A., Zimmermann, L., Dickerson, K., Grenell, A., Barr, R., & Gerhardstein, P. (2015). They can interact, but can they learn? Toddlers’ transfer learning from touchscreens and television. Journal of Experimental Child Psychology, 137, 137-155.
Zimmermann, L., Moser, A., Grenell, A., Dickerson, K., Yao, Q., Gerhardstein, P., & Barr, R. (2015). Do semantic contextual cues facilitate transfer learning from video in toddlers? Frontiers in Psychology, 6, 1-12.
Barr, R. (2013). Memory Constraints on Infant Learning From Picture Books, Television, and Touchscreens. Child Development Perspectives, 7, 205-210.
Barr, R., Brito, N., Simcock, G. (2013). Revisiting the effect of reminders on infants’ media memories: Does the encoding format matter?. Developmental Psychology, 49 (11), 2112-2119.
Dickerson, K., Gerhardstein, P., Zack, E. & Barr, R. (2013). Age-related Changes in Learning Across Early Childhood: A New Imitation Task. Developmental Psychobiology.
Zack, E., Gerhardstein, P., Meltzoff, A. N., & Barr, R. (2013). 15-month-olds’ transfer of learning between touch screen and real-world displays: language cues and cognitive loads. Scandinavian Journal of Psychology. 54, 20-25.
Barr, R. & Rovee-Collier, C. (2012). Learning from television in early childhood. Encyclopedia of the Sciences of Learning. doi:10.1007/978-1-4419-1428-6_1835
Brito N., Barr R., McIntyre P., Simcock G., (2012). Long-term transfer of learning from books and television. Journal of Experimental Child Psychology, 111, 108-119.
Simcock G., Garrity K., Barr R. (2011). The effect of narrative cues on infants’ imitation from television and picture books. Child Development, 82(5), 1607-1619.
Barr R. (2010). Transfer of learning between 2D and 3D sources during infancy: Informing theory and practice. Developmental Review, 30, 128-154.
Barr R., Shuck L., Salerno K., Atkinson E., Linebarger D. L. (2010). Music interferes with learning from television during infancy. Infant and Child Development, 19, 313-331.
Lauricella A.R., Pempek T.A., Barr R., Calvert S.L. (2010). Contingent computer interactions for young children’s objective retrieval success. The Journal of Applied Developmental Psychology, 31, 362-369.
Vandewater, E.A., Barr R., Park S.E. & Lee S-J (2010). A US study of transfer of learning from video to books in toddlers’ matching words across context change. Journal of Children and Media, 4(4), 451-467.
Barr R., Wyss N., Somanader M. (2009). The influence of electronic sound effects on learning from televised and live models. Journal of Experimental Child Psychology, 103, 1-16.
Zack E., Barr R., Gerhardstein P., Dickerson K., Meltzoff A.N (2009). Infant imitation from television using novel touch screen technology. British Journal of Developmental Psychology, 27, 13-26.
Barr, R. (2008). Attention to and learning from media during infancy and early childhood. Blackwell Handbook of Child Development and the Media, 143-165.
Barr, R. & Wyss, N. (2008). Reenactment of televised content by 2-year-olds: Toddlers use language learned from television to solve a difficult imitation problem. Infant Behavior and Development, 31(4), 696-703.
Barr, R., Muentener, P. & Garcia, A (2007). Age-related changes in deferred imitation from television by 6- to 18-month-olds. Developmental Science, 10(6), 910-921.
Barr R., Muentener P., Garcia A., Fujimoto M., Chavez, V. (2007). The effect of repetition on imitation from television during infancy. Developmental Psychobiology, 49(2), 196–207.
Barr, R., & Hayne, H. (1999). Developmental changes in imitation from television during infancy. Child Development, 70, 1067-1081.
Zack, E., & Barr, R. (2016). The role of interactional quality in learning from touch screens during infancy: Context matters. Frontiers in Psychology, 7, 1-13.
Lauricella, A., Barr, R., & Calvert, S. (2014). Parent-child interactions during traditional and computer storybook reading for children’s comprehension: Implications for electronic storybook design. International Journal of Child-Computer Interaction, 1-9.
Linebarger, D., Barr, R., Lapierre, M.,& Piotrowski, J. (2014). Associations between parenting, media use, cumulative risk, and children’s executive functioning. Journal of developmental and behavioral pediatrics, 35, 367-377.
Linebarger, D.L., Barr, R., Lapierre, M.A., & Piotrowski, J.T. (2014). Associations Between Parenting, Media Use, Cumulative Risk, and Children’s Executive Functioning. Journal of Developmental and Behavioral Pediatrics, 35, 367-377.
Fidler, A.E., Zack, E., Barr, R. (2010). Television viewing patterns in 6- to 18- Month-Olds: The role of caregiver – Infant Interactional Quality. Infancy, 13, 30-56.
Lauricella, A.R., Barr, R.F. & Calvert, S.L. (2009). Emerging computer skills: Influences of young children’s executive functioning abilities and parental scaffolding. Journal of Children and Media, 3(3), 217-233.
Barr, R., Zack, E., Garcia, A., Muentener, P. (2008). Infants’ attention and responsiveness to television increases with prior exposure and parental interaction. Infancy, 13(1), 30-56.
Brito, N., Murphy, E., Vaiyda, C., Barr, R. (2015). Do bilingual advantages in attentional control influence memory encoding during a divided attention task?. Bilingualism: Language and Cognition, 1, 1-9.
Barr, R., Brito, N., & Sebastián-Gallés, N. (2014). Differences in language exposure and its effects on memory flexibility in monolingual, bilingual, and trilingual infants. Bilingualism: Language and Cognition, 1-13.
Barr, R., Brito, N., & Grenell, A. (2014). Specificity of the bilingual advantage for memory: examining cued recall, generalization, and working memory in monolingual, bilingual, and trilingual toddlers. Frontiers in Psychology, 5, 1-12.
Brito, N., & Barr, R. (2013). Flexible memory retrieval in bilingual 6-month-old infants. Developmental psychobiology, 56(5), 1156–1163. doi: 10.1002/dev.21188.
Brito, N., & Barr, R. (2012). Influence of bilingualism on memory generalization during infancy.Developmental Science, 15, 812-816. DOI: 10.1111/j.1467-7687.2012.1184.x
King, S. M., Ayasse, H., Mikytuck, A., Barr, R. F., Woolard, J. F., & Harrak, T. (2019). The intersection of juvenile justice and early childhood: How to maximize family engagement. Florida Law Review Forum, Vol 71(1), 88-103.
Richeda B., Barr R., Cowan P., Cowan C., Rodriguez J., Shauffer C., Smith K., Perkins E. & Simmons S. (2015). Baby Elmo leads dads back to the nursery: How a relationship-based intervention for fathers enhances father and child outcomes. Zero To Three, 35(5), 25-35.
King S., Barr R., & Woolard J. (2015). Cost-effective juvenile justice reform: Lessons from the Just Beginning “Baby Elmo” teen parenting program. 93 N.C.L Rev 1381-1418.
Barr R., Morin, M., Brito N., Richeda, B., Rodriguez J., & Shauffer C. (2013). Delivering services to incarcerated teen fathers: A pilot intervention to increase the quality of father-infant interactions during visitation. Psychological Services, 11(1), 10-21.
Brito N., Barr R., Rodriguez J., & Shauffer C. (2012). Developing an Effective Intervention for Incarcerated Teen Fathers: The Baby Elmo Program. Zero to Three, 32(5), 26-32.
Barr R., Brito N., Zocca J., Reina S., Rodriguez J., Shauffer C. (2011). The baby elmo program: Improving teen father-child interactions within juvenile justice facilities. Children and Youth Services Review, 33(9), 1555-1562.
Brito, N. H., Fifer, W. P., Amso, D., Barr, R., Bell, M. A., Calkins, S.,…Colombo, J. (2019). Beyond the Bayley: Neurocognitive assessments of development during infancy and toddlerhood. Developmental Neuropsychology, 1-29.
Barr, R., Moser, A., Rusnak, S., Zimmermann, L. Dickerson, K., Lee, H., & Gerhardstein, P. (2016). The impact of memory load and perceptual cues on puzzle learning by 24-month olds. Developmental Psychobiology, 58, 817-828.
Subiaul, F., Zimmermann, L., Renner, E., Schilder, B., & Barr, R. (2016). Defining elemental imitation mechanisms: A comparison of cognitive and motor-spatial imitation learning across object- and computer-based tasks. Journal of Cognition and Development, 17(2): 221-243.
Angal, J., Barr, R., Brito, N., Elliott, A., Engelhardt, L., Fifer, W., … Mack, L. (2015). Socioeconomic disparities in neurocognitive development in the first two years of life. Developmental Psychobiology, 1-17.
Subiaul, F., Patterson, E., Barr, R. (2015). The cognitive structure of goal emulation during the preschool years. British Journal of Developmental Psychology, 34, 1-18.
Subiaul, F., Patterson, E., Schilder, B., Renner, E., Barr, R. (2014). Becoming a high- fidelity-super-imitator: What are the contributions of social and individual learning?. Developmental Science, 1-11.
Barr, R. (2006). Developing social understanding in a social context. In K. McCartney & D. Phillips (Eds). Blackwell Handbook of Early Child Development,( pp188-207). Malden, MA: Blackwell.
Barr, R., & Hayne, H. (2003). It’s not what you know it’s who you know: Older siblings facilitate imitation during infancy. International Journal of Early Years Education, 11, 7-21.
Hayne, H., Barr, R., & Herbert J. (2003). The effect of prior practice on memory reactivation and generalization. Child Development, 74, 1615-1627.
Barr, R. (2002). Imitation as a learning mechanism and research tool: how does imitation interact with other cognitive functions? Developmental Science, 5, 16-18.
Barr, R., & Hayne, H. (2000). Age-related changes in imitation: Implications for memory development. In C. Rovee-Collier, L. P. Lipsitt, & H. Hayne (Eds.), Progress in infancy research(Vol. 1, pp. 21-67). Mahwah, NJ: Erlbaum.
Hayne, H., Boniface, J., & Barr, R. (2000). The development of declarative memory in human infants: Age-related changes in deferred imitation. Behavioral Neuroscience, 114, 77-83. DOI: 10.1037//0735-7044.114.1.77.
Hayne, H., MacDonald, S., & Barr, R. (1997). Developmental changes in the specificity of memory over the second year of life. Infant Behavior and Development, 20, 233-245.
Barr, R., Dowden, A., & Hayne, H. (1996). Developmental changes in deferred imitation by 6- to 24-month-old infants. Infant Behavior and Development, 19, 159-171.
Barr, R., & Hayne, H. (1996). The effect of event structure on imitation in infancy: Practice makes perfect? Infant Behavior and Development, 19, 255-259.
Barr, R. & Rovee-Collier, C. (2012). Infant Learning and Memory. Encyclopedia of the Sciences of Learning. doi: 10.1007/978-1-4419-1428-6_1918
Barr, R., Rovee-Collier, C. & Learmonth, A. E. (2011). Potentiation in Young Infants: The Origin of the Prior Knowledge Effect? Memory and Cognition,39, 625-636. DOI 10.3758/s13421-010-0037-0
Rovee-Collier, C., & Barr, R. (2010). Infant learning and memory. Blackwell Handbook of Infant Development (2nd ed.), 271-294.
Barr, R., Rovee-Collier, C. & Campanella, J. (2005). Retrieval protracts deferred imitation by 6-month-olds. Infancy, 7, 263-284.
Barr, R., Marrott, H., & Rovee-Collier, C. (2003). The role of sensory preconditioning in memory retrieval by preverbal infants. Learning and Behavior, 31, 111-123.
Barr, R., Vieira, A., & Rovee-Collier, C. (2002). Bidirectional priming in infants. Memory and Cognition, 30, 246-255.
Barr, R., Vieira, A., & Rovee-Collier, C. (2001). Mediated imitation in 6-month-olds: Remembering by association. Journal of Experimental Child Psychology, 79, 229-252.