World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
32
Citations
6683
World Ranking
10768
National Ranking
5628

Overview

Nicole M. McNeil is affiliated with the University of Notre Dame in the United States. Their research spans multiple areas within mathematics and social sciences, intersecting heavily with psychology, particularly related to education and developmental processes.

The main fields of study in their work include:

  • Mathematics
  • Social Sciences
  • Psychology

Their subfields of study encompass:

  • Education
  • Statistics and Probability
  • Developmental and Educational Psychology
  • Applied Mathematics
  • Experimental and Cognitive Psychology

The core topics covered in their publications are:

  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Mathematics Education and Pedagogy
  • Innovative Teaching and Learning Methods
  • Reading and Literacy Development
  • Visual and Cognitive Learning Processes
  • Science Education and Pedagogy

Nicole M. McNeil has published research in several respected venues. Frequent publication platforms include:

  • Journal of Educational Psychology
  • Journal of Numerical Cognition
  • Journal of Experimental Child Psychology
  • Developmental Science
  • Journal of Research on Educational Effectiveness

Some recent papers authored by or associated with Nicole M. McNeil cover various facets of mathematical learning and developmental psychology:

  • Partial knowledge in the development of number word understanding, 2020, Developmental Science
  • Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school, 2021, Journal of Educational Psychology
  • Improving Children's Understanding of Mathematical Equivalence: An Efficacy Study, 2022, Journal of Research on Educational Effectiveness
  • Improving access to frontline psychosocial services for youths in difficulty by using LSS: an action research case study, 2021, International Journal of Lean Six Sigma
  • Gesturing May Not Always Make Learning Last, 2022, eScholarship (California Digital Library)

Their frequent co-authors include:

  • Patrick K. Kirkland
  • Connor D. O'Rear
  • Caroline Byrd Hornburg
  • Claire Guang
  • Ying Cheng

Best Publications

  • Does Understanding the Equal Sign Matter? Evidence from Solving Equations

    Eric J. Knuth;Ana C. Stephens;Nicole M. McNeil;Martha W. Alibali

  • ANS acuity and mathematics ability in preschoolers from low-income homes: contributions of inhibitory control.

    Mary Wagner Fuhs;Nicole M. McNeil

  • Why Won't You Change Your Mind? Knowledge of Operational Patterns Hinders Learning and Performance on Equations

    Nicole M. McNeil;Martha W. Alibali

  • Concreteness Fading in Mathematics and Science Instruction: A Systematic Review.

    Emily R. Fyfe;Nicole M. McNeil;Ji Y. Son;Robert L. Goldstone

  • Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable

    Eric J. Knuth;Martha W. Alibali;Nicole M. McNeil;Aaron Weinberg

  • When Theories Don't Add Up: Disentangling he Manipulatives Debate

    Nicole M. McNeil;Linda Jarvin

  • Middle-School Students' Understanding of the Equal Sign: The Books They Read Can't Help

    Nicole M. McNeil;Laura Grandau;Eric J. Knuth;Martha W. Alibali

  • Should you show me the money? Concrete objects both hurt and help performance on mathematics problems

    Nicole M. McNeil;David H. Uttal;Linda Jarvin;Robert J. Sternberg

  • THE ROLE OF GESTURE IN CHILDREN'S COMPREHENSION OF SPOKEN LANGUAGE: NOW THEY NEED IT, NOW THEY DON'T

    Nicole M. McNeil;Martha W. Alibali;Julia L. Evans

  • Knowledge Change as a Function of Mathematics Experience: All Contexts are Not Created Equal

    Nicole M. McNeil;Martha W. Alibali

  • A Longitudinal Examination of Middle School Students' Understanding of the Equal Sign and Equivalent Equations

    Martha W. Alibali;Eric J. Knuth;Shanta Hattikudur;Nicole M. McNeil

  • “Concreteness fading” promotes transfer of mathematical knowledge

    Nicole M. McNeil;Emily R. Fyfe

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

    Nicole M. McNeil;Martha W. Alibali

  • Using Concreteness in Education: Real Problems, Potential Solutions

    Megan C. Brown;Nicole M. McNeil;Arthur M. Glenberg

  • U-Shaped Development in Math: 7-Year-Olds Outperform 9-Year-Olds on Equivalence Problems

    Nicole M. McNeil

  • Limitations to Teaching Children 2 + 2 = 4: Typical Arithmetic Problems Can Hinder Learning of Mathematical Equivalence

    Nicole M. McNeil

  • Rethinking the use of concrete materials in learning: Perspectives from development and education

    Nicole M. McNeil;David H. Uttal

  • Benefits of "concreteness fading" for children's mathematics understanding *

    Emily R. Fyfe;Nicole M. McNeil;Stephanie Borjas

  • Divergence of Verbal Expression and Embodied Knowledge: Evidence from Speech and Gesture in Children with Specific Language Impairment.

    Julia L. Evans;Martha W. Alibali;Nicole M. McNeil

  • Benefits of Practicing 4 = 2 + 2: Nontraditional Problem Formats Facilitate Children’s Understanding of Mathematical Equivalence

    Nicole M. McNeil;Emily R. Fyfe;Lori A. Petersen;April E. Dunwiddie

Frequent Co-Authors

Martha W. Alibali
Martha W. Alibali University of Wisconsin–Madison
James R. Brockmole
James R. Brockmole University of Notre Dame
Bert De Smedt
Bert De Smedt KU Leuven
David H. Uttal
David H. Uttal Northwestern University
Bethany Rittle-Johnson
Bethany Rittle-Johnson Vanderbilt University
Michèle M.M. Mazzocco
Michèle M.M. Mazzocco University of Minnesota
Julia L. Evans
Julia L. Evans The University of Texas at Dallas
Camilla Gilmore
Camilla Gilmore Loughborough University
Robert J. Sternberg
Robert J. Sternberg Cornell University
Sidney K. D'Mello
Sidney K. D'Mello University of Colorado Boulder

If you think any of the details on this page are incorrect, let us know.

Report an issue

We appreciate your kind effort to assist us to improve this page, it would be helpful providing us with as much detail as possible in the text box below:

Related Online Degrees & Career Pathways

Studying psychology in the USA opens up a diverse set of pathways, including online degrees and specialized career options. Many students choose to advance their careers in applied psychology fields, such as becoming a Board Certified Behavior Analyst (BCBA). Online psychology and behavioral science programs can help prepare candidates to meet certification requirements and gain the practical skills needed for success.

Each state often has unique prerequisites for those wishing to become a BCBA. For example, aspiring professionals should review the Portland bcba requirements if they plan to work in Oregon, or explore the Raleigh bcba requirements for those considering North Carolina.

Similarly, requirements differ for individuals in Nevada and Virginia—key details can be found through the Reno bcba education requirements and Richmond bcba requirements. Understanding state-specific guidelines is essential when choosing a program and planning your career. With the growth of online degree offerings, students nationwide can now conveniently access programs that align with their licensure goals and desired career outcomes.

Best Scientists Citing Nicole M. McNeil

Trending Scientists

Recently Published Articles