Nicole M. McNeil

According to our database, Nicole M. McNeil authored at least 21 papers between 2004 and 2025.

Collaborative distances:

• Dijkstra number of five.
• Erdős number of four.

2025

Picture Book Features Influence the Use of Complex Modifiers During Shared Number Book Reading.

Chineme Otuonye, Amy L. Miyahara, Kathleen M. Eberhard, Nicole M. McNeil

Proceedings of the 47th Annual Meeting of the Cognitive Science Society, 2025

Equal > Equals: Labels Affect How Math Symbols Are Interpreted.

Amy L. Miyahara, Claire Guang, Emma Sayler, Sarah Ochocki, Shaker Erbini, Ellyn Jarrell, Nicole M. McNeil

Proceedings of the 47th Annual Meeting of the Cognitive Science Society, 2025

Preschoolers' Use of Quantitative Math Language in Picture Descriptions Predicts Early Numeracy Skills.

Michelle Lynn Luna, Claire Guang, Chineme Otuonye, Alina Boada, Nicole M. McNeil

Proceedings of the 47th Annual Meeting of the Cognitive Science Society, 2025

Inferential Language is Limited and Unevenly Distributed in Popular Texts Used For Literacy Tutoring.

Rose E. Beacham, Sarah Ochocki, Amy L. Miyahara, Nicole M. McNeil

Proceedings of the 47th Annual Meeting of the Cognitive Science Society, 2025

The Impact of Immediate and Elaborative Feedback on Second Grade Students' Equation Solving and Understanding of the Equal Sign.

Anna N. Bartel, Jacklyn Powers, Amy L. Miyahara, Yvonne Kao, Jodi L. Davenport, Nicole M. McNeil

Proceedings of the 47th Annual Meeting of the Cognitive Science Society, 2025

2024

A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures.

Patrick K. Kirkland, Claire Guang, Chineme Otuonye, Nicole M. McNeil

J. Numer. Cogn., 2024

2023

Distributed practice and time pressure interact to affect learning and retention of arithmetic facts.

Olivia R. Jazbutis, Melody Wiseheart, Gabriel Radvansky, Nicole M. McNeil

J. Numer. Cogn., July, 2023

Designing dynamic feedback to help second graders understand equivalence: Centering students' perspectives.

Anna N. Bartel, Shannon M. Celeste, Claire Guang, Lia Francis-Bongue, Vivian Hsu, Jodi L. Davenport, Yvonne S. Kao, Nicole M. McNeil

Proceedings of the 22nd Annual ACM Interaction Design and Children Conference, 2023

2022

Race moderates the effect of tactility on children's learning from counting books.

W. Trey Cobb, Claire Guang, Patrick K. Kirkland, Amy Bahadursingh, Saachi Kumar, Chukwudumebi Stephanie Ona, Connor D. O'Rear, Nicole M. McNeil

Proceedings of the 44th Annual Meeting of the Cognitive Science Society, 2022

2021

Question Design Affects Students' Sense-Making on Mathematics Word Problems.

Patrick K. Kirkland, Nicole M. McNeil

Cogn. Sci., 2021

Predicting Learning and Knowledge Transfer in Two Early Mathematical Equivalence Interventions.

Kristen Johannes, Nicole M. McNeil, Yvonne Kao, Jodi L. Davenport

Proceedings of the 43rd Annual Meeting of the Cognitive Science Society, 2021

2020

Hand Position Affects Performance on Multiplication Tasks.

Christopher Davoli, Connor D. O'Rear, Emily McAulay, Nicole M. McNeil, James R. Brockmole

J. Numer. Cogn., 2020

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

Proceedings of the 42th Annual Meeting of the Cognitive Science Society, 2020

2018

Evidence of Partial Number Word Knowledge on the Give-N Task.

Connor D. O'Rear, Nicole M. McNeil, Patrick K. Kirkland

Proceedings of the 40th Annual Meeting of the Cognitive Science Society, 2018

2017

Promoting Children's Relational Understanding of Equivalence.

Kristen Johannes, Jodi L. Davenport, Yvonne Kao, Caroline Byrd Hornburg, Nicole M. McNeil

Proceedings of the 39th Annual Meeting of the Cognitive Science Society, 2017

2016

Challenges in Mathematical Cognition: A Collaboratively-Derived Research Agenda.

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

J. Numer. Cogn., 2016

2014

Activation of Operational Thinking During Arithmetic Practice Hinders Learning And Transfer.

Dana L. Chesney, Nicole M. McNeil

J. Probl. Solving, 2014

Counting Practice with Pictures, but not Objects, Improves Children's Understanding of Cardinality.

Lori Petersen, Nicole M. McNeil, Alice Tollaksen, Alexander Boehm, Casey Hall, Cristina Carrazza, Brianna Devlin

Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Are Fractions Natural Numbers, Too?

Percival G. Matthews, Dana L. Chesney, Nicole M. McNeil

Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

Gesturing May Not Always Make Learning Last.

Caroline Byrd, Nicole M. McNeil, Sidney K. D'Mello, Susan Wagner Cook

Proceedings of the 36th Annual Meeting of the Cognitive Science Society, 2014

2004

You'll see what you mean: Students encode equations based on their knowledge of arithmetic.

Nicole M. McNeil, Martha W. Alibali

Cogn. Sci., 2004