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Nicole M. McNeil, Ph.D.

Affiliations: 
Psychology University of Notre Dame, Notre Dame, IN, United States 
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"Nicole McNeil"
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Cross-listing: PsychTree

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Parents

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Martha W. Alibali grad student 2005 UW Madison
 (When the basics backfire: The change -resistance account of equation -learning difficulties.)

Children

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Elena M Silla research assistant 2014-2017 Notre Dame (EduTree)
Alexandria A Viegut research assistant 2014-2017
Lori A. Petersen grad student 2013 Notre Dame
Caroline Byrd Hornburg 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
Kirkland PK, McNeil NM. (2021) Question Design Affects Students' Sense-Making on Mathematics Word Problems. Cognitive Science. 45: e12960
O'Rear CD, McNeil NM, Kirkland PK. (2020) Partial Knowledge in the Development of Number Word Understanding. Developmental Science. e12944
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
O'Rear CD, McNeil NM. (2019) Improved Set-Size Labeling Mediates the Effect of a Counting Intervention on Children's Understanding of Cardinality. Developmental Science. e12819
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, Wang L, McNeil NM. (2018) Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development
Fyfe ER, Matthews PG, Amsel E, et al. (2018) Assessing formal knowledge of math equivalence among algebra and pre-algebra students. Journal of Educational Psychology. 110: 87-101
Chesney DL, McNeil NM, Petersen LA, et al. (2018) Arithmetic practice that includes relational words promotes understanding of symbolic equations Learning and Individual Differences. 64: 104-112
McNeil NM, Hornburg CB, Devlin BL, et al. (2017) Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development
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