Gesturing May Not Always Make Learning Last. - Caroline Byrd; Nicole M. McNeil; Sidney K. D'Mello; Susan Wagner Cook (CogSci, 2014)

Promoting Children's Relational Understanding of Equivalence. - Kristen Johannes; Jodi L. Davenport; Yvonne Kao; Caroline Byrd Hornburg; Nicole M. McNeil (CogSci, 2017)

Research-Based Teaching Practices for Improving Students' Understanding of Mathematical Equivalence Have Not Made it into Elementary Classrooms. - Elena Silla; Caroline Hornburg; Matthew Kloser; Nicole M. McNeil (CogSci, 2020)

Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. - Caroline Byrd Hornburg; Giulia A. Borriello; Melody Kung; Joyce Lin; Ellen Litkowski; Jimena Cosso; Alexa Ellis; Yemimah A. King; Erica Zippert; Natasha J. Cabrera; Pamela Davis-Kean; Sarah H. Eason; et al. (J. Numer. Cogn., 2021)

Perceptual and number effects on students' initial solution strategies in an interactive online mathematics game. - Ji-Eun Lee; Caroline Byrd Hornburg; Jenny Yun-Chen Chan; Erin Ottmar (J. Numer. Cogn., 2022)

TaleMate: Exploring the use of Voice Agents for Parent-Child Joint Reading Experiences. - Daniel Vargas-Diaz; Jisun Kim; Sulakna Karunaratna; Maegan Reinhardt; Caroline Hornburg; Koeun Choi; Sang Won Lee 002 (CoRR, 2024)

Exploring parent involvement in e-book joint reading with voice agents. - Daniel Vargas-Diaz; Jisun Kim; Sulakna Karunaratna; Caroline Byrd Hornburg; Koeun Choi; Sang Won Lee 002 (Int. J. Hum. Comput. Stud., 2025)