World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
32
Citations
6683
World Ranking
10765
National Ranking
5629

Nicole M. McNeil publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Nicole M. McNeil sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 75 publications — 6th percentile

6% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Nicole M. McNeil D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Nicole M. McNeil sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 32 D-Index — 6th percentile

6% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

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
Keith Weber
Keith Weber Rutgers, The State University of New Jersey
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
Sidney K. D'Mello
Sidney K. D'Mello University of Colorado Boulder

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