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ORCIDNicole M. McNeil
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- affiliation: University of Notre Dame, Department of Psychology, IN, USA
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Journal Articles
- 2023
[j6]Olivia R. Jazbutis, Melody Wiseheart, Gabriel Radvansky, Nicole M. McNeil:
Distributed practice and time pressure interact to affect learning and retention of arithmetic facts. J. Numer. Cogn. 9(2): 302-326 (2023)- 2021
- [j5]Patrick K. Kirkland
, Nicole M. McNeil:
Question Design Affects Students' Sense-Making on Mathematics Word Problems. Cogn. Sci. 45(4) (2021) - 2020
- [j4]Christopher Davoli, Connor D. O'Rear, Emily McAulay, Nicole M. McNeil, James R. Brockmole:
Hand Position Affects Performance on Multiplication Tasks. J. Numer. Cogn. 6(1): 1-21 (2020) - 2016
- [j3]Lara Alcock, Daniel Ansari, Sophie Batchelor, Marie-Josée Bisson, Bert De Smedt, Camilla Gilmore, Silke M. Göbel, Minna Hannula-Sormunen, Jeremy Hodgen, Matthew Inglis, Ian Jones, Michèle M. M. Mazzocco, Nicole M. McNeil, Michael Schneider, Victoria Simms, Keith Weber:
Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda. J. Numer. Cogn. 2(1): 20-41 (2016) - 2014
- [j2]Dana L. Chesney, Nicole M. McNeil:
Activation of Operational Thinking During Arithmetic Practice Hinders Learning And Transfer. J. Probl. Solving 7(1) (2014) - 2004
- [j1]Nicole M. McNeil, Martha W. Alibali:
You'll see what you mean: Students encode equations based on their knowledge of arithmetic. Cogn. Sci. 28(3): 451-466 (2004)
Conference and Workshop Papers
- 2023
- [c9]Anna N. Bartel, Shannon M. Celeste, Claire Guang, Lia Francis-Bongue, Vivian Hsu, Jodi L. Davenport, Yvonne S. Kao, Nicole M. McNeil:
Designing dynamic feedback to help second graders understand equivalence: Centering students' perspectives. IDC 2023: 527-531 - 2022
- [c8]W. Trey Cobb, Claire Guang, Patrick K. Kirkland, Amy Bahadursingh, Saachi Kumar, Chukwudumebi Stephanie Ona, Connor D. O'Rear, Nicole M. McNeil:
Race moderates the effect of tactility on children's learning from counting books. CogSci 2022 - 2021
- [c7]Kristen Johannes, Nicole M. McNeil, Yvonne Kao, Jodi L. Davenport:
Predicting Learning and Knowledge Transfer in Two Early Mathematical Equivalence Interventions. CogSci 2021 - 2020
- [c6]Elena Silla, Caroline Hornburg, Matthew Kloser, Nicole M. McNeil:
Research-Based Teaching Practices for Improving Students' Understanding of Mathematical Equivalence Have Not Made it into Elementary Classrooms. CogSci 2020 - 2018
- [c5]Connor D. O'Rear, Nicole M. McNeil, Patrick K. Kirkland:
Evidence of Partial Number Word Knowledge on the Give-N Task. CogSci 2018 - 2017
- [c4]Kristen Johannes, Jodi L. Davenport, Yvonne Kao, Caroline Byrd Hornburg, Nicole M. McNeil:
Promoting Children's Relational Understanding of Equivalence. CogSci 2017 - 2014
- [c3]Caroline Byrd, Nicole M. McNeil, Sidney K. D'Mello, Susan Wagner Cook:
Gesturing May Not Always Make Learning Last. CogSci 2014 - [c2]Percival G. Matthews, Dana L. Chesney, Nicole M. McNeil:
Are Fractions Natural Numbers, Too? CogSci 2014 - [c1]Lori Petersen, Nicole M. McNeil, Alice Tollaksen, Alexander Boehm, Casey Hall, Cristina Carrazza, Brianna Devlin:
Counting Practice with Pictures, but not Objects, Improves Children's Understanding of Cardinality. CogSci 2014
Coauthor Index
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