Nicole M. McNeil, Ph.D.

Psychology University of Notre Dame, Notre Dame, IN, United States 
"Nicole McNeil"
Mean distance: 19.2 (cluster 15)
Cross-listing: PsychTree


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


Sign in to add trainee
Alexandria A Viegut research assistant 2014-2017
Lori A. Petersen grad student 2013 Notre Dame
Caroline Byrd Hornburg grad student 2011-2017 Notre Dame
BETA: Related publications


You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect.

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
Alibali MW, Crooks NM, McNeil NM. (2017) Perceptual support promotes strategy generation: Evidence from equation solving. The British Journal of Developmental Psychology
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
Fyfe ER, McNeil NM, Rittle-Johnson B. (2015) Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development. 86: 927-35
McNeil NM, Fyfe ER, Dunwiddie AE. (2015) Arithmetic practice can be modified to promote understanding of mathematical equivalence Journal of Educational Psychology. 107: 423-436
Byrd CE, McNeil NM, Chesney DL, et al. (2015) A specific misconception of the equal sign acts as a barrier to children's learning of early algebra Learning and Individual Differences. 38: 61-67
Fyfe ER, McNeil NM, Borjas S. (2015) Benefits of "concreteness fading" for children's mathematics understanding Learning and Instruction. 35: 104-120
Chesney DL, McNeil NM. (2014) Activation of operational thinking during arithmetic practice hinders learning and transfer Journal of Problem Solving. 7: 24-35
See more...