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- Mary Wagner Fuhs, Nicole M. McNeil
- Developmental science
- 2013

Recent findings by Libertus, Feigenson, and Halberda (2011) suggest that there is an association between the acuity of young children's approximate number system (ANS) and their mathematics ability… (More)

- Nicole M. McNeil
- Developmental psychology
- 2007

What is the nature of the association between age (7-11 years) and performance on mathematical equivalence problems (e.g., 7+4+5+7+_)? Many prevailing theories suggest that there should be a positive… (More)

- Nicole M. McNeil, Martha W. Alibali
- Cognitive Science
- 2004

This study investigated the roles of problem structure and strategy use in problem encoding. Fourthgrade students solved and explained a set of typical addition problems (e.g., 5 + 4 + 9 + 5 = ) and… (More)

- Nicole M. McNeil, Martha W. Alibali
- Child development
- 2005

This study examined whether knowledge of arithmetic contributes to difficulties with equations. In Experiment 1, children (ages 7-11) completed tasks to assess their adherence to 3 operational… (More)

- Nicole M. McNeil
- Child development
- 2008

Do typical arithmetic problems hinder learning of mathematical equivalence? Second and third graders (7-9 years old; N= 80) received lessons on mathematical equivalence either with or without typical… (More)

How do concrete objects that cue real-world knowledge affect students’ performance on mathematics word problems? In Experiment 1, fourthand sixth-grade students (N 1⁄4 229) solved word problems… (More)

A longstanding debate concerns the use of concrete versus abstract instructional materials, particularly in domains such as mathematics and science. Although decades of research have focused on the… (More)

This study investigated how understanding of the equal sign changes as a function of experience in mathematics and variations in context. Students with different levels of mathematics experience… (More)

- Julia L. Evans, Martha W. Alibali, +4 authors Donna J Thal
- 2001

It has been suggested that phonological working memory serves to link speech comprehension to production. We suggest further that impairments in phonological working memory may inuence the way in… (More)

- Nicole M. McNeil, Caroline Byrd Hornburg, Brianna Devlin, Cristina Carrazza, Mary O McKeever
- Child development
- 2017

Experts claim that individual differences in children's formal understanding of mathematical equivalence have consequences for mathematics achievement; however, evidence is lacking. A prospective,… (More)