You'll see what you mean: Students encode equations based on their knowledge of arithmetic. - Nicole M. McNeil; Martha W. Alibali (Cogn. Sci., 2004)

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

Are Fractions Natural Numbers, Too? - Percival G. Matthews; Dana L. Chesney; Nicole M. McNeil (CogSci, 2014)

Counting Practice with Pictures, but not Objects, Improves Children's Understanding of Cardinality. - Lori Petersen; Nicole M. McNeil; Alice Tollaksen; Alexander Boehm 005; Casey Hall; Cristina Carrazza; Brianna Devlin (CogSci, 2014)

Activation of Operational Thinking During Arithmetic Practice Hinders Learning And Transfer. - Dana L. Chesney; Nicole M. McNeil (J. Probl. Solving, 2014)

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; et al. (J. Numer. Cogn., 2016)

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

Evidence of Partial Number Word Knowledge on the Give-N Task. - Connor D. O'Rear; Nicole M. McNeil; Patrick K. Kirkland (CogSci, 2018)

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)

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)

Predicting Learning and Knowledge Transfer in Two Early Mathematical Equivalence Interventions. - Kristen Johannes; Nicole M. McNeil; Yvonne Kao; Jodi L. Davenport (CogSci, 2021)

Question Design Affects Students' Sense-Making on Mathematics Word Problems. - Patrick K. Kirkland; Nicole M. McNeil (Cogn. Sci., 2021)

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 (CogSci, 2022)

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 (IDC, 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., 2023)

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)