Publications

Representative Publications (see CV for comprehensive list)

Fyfe, E. R., McNeil, N. M., & Rittle-Johnson, B. (2015). Easy as ABCABC: Abstract language facilitates performance on a concrete patterning task. Child Development, 86, 927-935.

McNeil, N. M. (2014). A change-resistance account of children's difficulties understanding mathematical equivalence. Child Development Perspectives, 8, 42-47.

Petersen, L. A. & McNeil, N. M. (2013). Effects of perceptually rich manipulatives on preschoolers' counting performance: Established knowledge counts. Child Development, 84, 1020-1033.

McNeil, N. M., Chesney, D. L., Matthews, P. G., Fyfe, E. R., Petersen, L. A., Dunwiddie, A. E., & Wheeler, M. C. (2012). It pays to be organized: Organizing arithmetic practice around equivalent values facilitates understanding of math equivalence. Journal of Educational Psychology, 104, 1109-1121.

McNeil, N. M., Fyfe, E. R., Petersen, L. A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011). Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development, 82, 1620-1633.

Brown, M. C., McNeil, N. M., & Glenberg, A. M. (2009). Using concreteness in education: Real problems, potential solutions. Child Development Perspectives, 3, 160-164.

McNeil, N. M. (2008). Limitations to teaching children 2 + 2 = 4: Typical arithmetic problems can hinder learning of mathematical equivalence. Child Development, 79, 1524-1537.

McNeil, N. M. (2007). U-shaped development in math: 7-year-olds outperform 9-year-olds on equivalence problemsDevelopmental Psychology, 43, 687-695.

McNeil, N. M., Grandau, L., Knuth, E. J., Alibali, M. W., Stephens, A. S., Hattikudur, S., & Krill, D. E. (2006). Middle-school students’ understanding of the equal sign: The books they read can’t helpCognition and Instruction, 24, 367-385.

McNeil, N. M., & Alibali, M. W. (2005b). Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899.

McNeil, N. M., & Alibali, M. W. (2005a). Knowledge change as a function of mathematics experience: All contexts are not created equalJournal of Cognition and Development, 6, 385-206.

McNeil, N. M., & Alibali, M. W. (2004). You’ll see what you mean: Students encode equations based on their knowledge of arithmetic. Cognitive Science, 28, 451-466.

Recent Posters

Chesney, D. L., Matthews, P. G., & McNeil, N. M. (May, 2013). Fraction format affects adults' performance on magnitude comparison problems. Poster presented at the Annual Meeting of the Association for Psychological Science (APS), Washington, D.C.

Byrd, C. E., McNeil, N. M., Chesney, D. L., & Matthews, P. G. (May, 2013). Children's "arithmetic-specific" interpretation of the equal sign constitutes specific risk for poor learning of early algebra. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, WA.

McNeil, N. M., Dunwiddie, A. E., Petersen, L. A., Fyfe, E. R., & Brletic-Shipley, H. (June, 2010). Arithmetic practice that promotes conceptual understanding and computational fluency: Year 3. Poster presented at the Annual Research Conference of the Institute of Education Sciences (IES), National Harbor, MD.

Fyfe, E. R., & McNeil, N. M. (October, 2009). Benefits of "concreteness fading" for children with low knowledge of mathematical equivalence. Poster presented at the Biennial Meeting of the Cognitive Development Society (CDS), San Antonio, TX.

McNeil, N. M., Dunwiddie, A. E., Petersen, L. A., Fyfe, E. R., & Brletic-Shipley, H. (June, 2009). Arithmetic practice that promotes conceptual understanding and computational fluency: Year 2. Poster presented at the Annual Research Conference of the Institute of Education Sciences (IES), Washington, DC.

Petersen, L. A., & McNeil, N. M. (July, 2008). Using perceptually rich objects to help children represent number: Established knowledge counts. Poster presented at the 30th Annual Meeting of the Cognitive Science Society, Washington, DC.

McNeil, N. M., Dunwiddie, A. E., Brletic-Shipley, H., Petersen, L. A., & Gibson, M. H. (June, 2008). Arithmetic practice that promotes conceptual understanding and computational fluency. Poster presented at the Annual Research Conference of the Institute of Education Sciences (IES), Washington, DC.

Petersen, L. A., & McNeil, N. M. (October, 2007). How do different types of concrete objects affect children's developing counting skill? Poster presented at the Biennial Meeting of the Cognitive Development Society (CDS), Sante Fe, NM.

McNeil, N. M., Jarvin, L., Sternberg, R. J., Uttal, D. H. (March, 2007). Trade-offs between more and less concrete manipulatives. In D. H. Uttal (Organizer), Concreteness and cognitive development: New perspectives on a classic developmental issue. Symposium presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Boston, MA.