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Caroline Byrd Hornburg, Ph.D.

Affiliations: 
2011-2017 Psychology University of Notre Dame, Notre Dame, IN, United States 
Area:
Learning, Cognitive Development, Mathematical Cognition
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"Caroline Byrd Hornburg"
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Parents

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Nicole M. McNeil grad student 2011-2017 Notre Dame

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Publications

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Devlin BL, Hornburg CB, McNeil NM. (2023) Kindergarten predictors of formal understanding of mathematical equivalence in second grade. Developmental Psychology
Purpura DJ, King YA, Rolan E, et al. (2020) Examining the Factor Structure of the Home Mathematics Environment to Delineate Its Role in Predicting Preschool Numeracy, Mathematical Language, and Spatial Skills. Frontiers in Psychology. 11: 1925
Gaylord SM, O’Rear CD, Hornburg CB, et al. (2020) Preferences for tactile and narrative counting books across parents with different education levels Early Childhood Research Quarterly. 50: 29-39
McNeil NM, Hornburg CB, Brletic-Shipley H, et al. (2019) Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice. Journal of Educational Psychology. 111: 1023-1044
Hornburg CB, Schmitt SA, Purpura DJ. (2018) Relations between preschoolers' mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology. 176: 84-100
Hornburg CB, Wang L, McNeil NM. (2018) Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development
McNeil NM, Hornburg CB, Devlin BL, et al. (2017) Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development
Hornburg CB, Rieber ML, McNeil NM. (2017) An integrative data analysis of gender differences in children's understanding of mathematical equivalence. Journal of Experimental Child Psychology
Fuhs MW, Hornburg CB, McNeil NM. (2016) Specific Early Number Skills Mediate the Association Between Executive Functioning Skills and Mathematics Achievement. Developmental Psychology
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