Nicole M. McNeil

4.6k total citations
71 papers, 3.0k citations indexed

About

Nicole M. McNeil is a scholar working on Statistics and Probability, Education and Developmental and Educational Psychology. According to data from OpenAlex, Nicole M. McNeil has authored 71 papers receiving a total of 3.0k indexed citations (citations by other indexed papers that have themselves been cited), including 55 papers in Statistics and Probability, 54 papers in Education and 33 papers in Developmental and Educational Psychology. Recurrent topics in Nicole M. McNeil's work include Cognitive and developmental aspects of mathematical skills (55 papers), Mathematics Education and Teaching Techniques (46 papers) and Innovative Teaching and Learning Methods (13 papers). Nicole M. McNeil is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (55 papers), Mathematics Education and Teaching Techniques (46 papers) and Innovative Teaching and Learning Methods (13 papers). Nicole M. McNeil collaborates with scholars based in United States, Canada and United Kingdom. Nicole M. McNeil's co-authors include Martha W. Alibali, Emily R. Fyfe, Mary Wagner Fuhs, Linda Jarvin, Ana C. Stephens, Eric Knuth, Julia L. Evans, Shanta Hattikudur, David H. Uttal and Robert L. Goldstone and has published in prestigious journals such as Child Development, Journal of Educational Psychology and Developmental Psychology.

In The Last Decade

Nicole M. McNeil

70 papers receiving 2.7k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Nicole M. McNeil United States	31	2.1k	1.8k	1.4k	649	283	71	3.0k
Kelly S. Mix United States	31	1.8k 0.9×	2.3k 1.3×	1.6k 1.2×	384 0.6×	352 1.2×	61	3.4k
Johannes E. H. Van Luit Netherlands	34	1.9k 0.9×	2.1k 1.2×	1.7k 1.2×	611 0.9×	455 1.6×	76	3.3k
Emily R. Fyfe United States	25	1.2k 0.6×	856 0.5×	900 0.6×	384 0.6×	108 0.4×	59	1.8k
Eric Knuth United States	30	2.2k 1.1×	1.2k 0.7×	762 0.5×	228 0.4×	68 0.2×	72	2.6k
Joke Torbeyns Belgium	27	1.7k 0.8×	1.8k 1.0×	942 0.7×	334 0.5×	102 0.4×	103	2.3k
Lindsey E. Richland United States	21	978 0.5×	484 0.3×	1.2k 0.8×	612 0.9×	470 1.7×	72	2.2k
Sanne H.G. van der Ven Netherlands	17	707 0.3×	824 0.5×	819 0.6×	553 0.9×	341 1.2×	34	1.8k
Asha K. Jitendra United States	39	2.5k 1.2×	2.2k 1.2×	2.7k 1.9×	208 0.3×	457 1.6×	130	4.3k
Marjorie Montague United States	28	1.4k 0.7×	1.2k 0.7×	1.3k 0.9×	240 0.4×	187 0.7×	71	2.4k
Clarissa A. Thompson United States	22	1.9k 0.9×	1.7k 1.0×	1.0k 0.7×	335 0.5×	261 0.9×	81	2.6k

Countries citing papers authored by Nicole M. McNeil

Since Specialization

Citations

This map shows the geographic impact of Nicole M. McNeil's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Nicole M. McNeil with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Nicole M. McNeil more than expected).

Fields of papers citing papers by Nicole M. McNeil

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Nicole M. McNeil. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Nicole M. McNeil. The network helps show where Nicole M. McNeil may publish in the future.

Co-authorship network of co-authors of Nicole M. McNeil

This figure shows the co-authorship network connecting the top 25 collaborators of Nicole M. McNeil. A scholar is included among the top collaborators of Nicole M. McNeil based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Nicole M. McNeil. Nicole M. McNeil is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Alibali, Martha W., et al.. (2024). A bird’s-eye view of research practices in mathematical cognition, learning, and instruction: Reimagining the status quo. Journal of Experimental Child Psychology. 248. 106056–106056. 1 indexed citations

Cheng, Ying, et al.. (2024). Mature number sense predicts middle school students’ mathematics achievement.. Journal of Educational Psychology. 116(8). 1404–1420. 2 indexed citations

Miller‐Cotto, Dana, et al.. (2024). Unpacking the challenges and predictors of elementary–middle school students’ use of the distributive property. Journal of Experimental Child Psychology. 244. 105922–105922. 1 indexed citations

McNeil, Nicole M., et al.. (2024). A brief, multiple-choice assessment of mature number sense is strongly correlated with more resource-intensive measures. Journal of Numerical Cognition. 10. 1 indexed citations

Xenidou‐Dervou, Iro, Jodie Hunter, Margaret Gillon Dowens, et al.. (2022). Factors associated with children’s understanding of mathematical equivalence: An investigation across six countries.. Journal of Educational Psychology. 114(6). 1359–1379. 2 indexed citations

McNeil, Nicole M., et al.. (2021). Question Design Affects Students' Sense‐Making on Mathematics Word Problems. Cognitive Science. 45(4). e12960–e12960. 3 indexed citations

McNeil, Nicole M., et al.. (2019). Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice.. Journal of Educational Psychology. 111(6). 1023–1044. 17 indexed citations

Hornburg, Caroline Byrd, Lijuan Wang, & Nicole M. McNeil. (2018). Comparing Meta-analysis and Individual Person Data Analysis Using Raw Data on Children's Understanding of Equivalence. Child Development. 89(6). 1983–1995. 7 indexed citations

McNeil, Nicole M., et al.. (2018). Evidence of Partial Number Word Knowledge on the Give-N Task.. Cognitive Science. 1 indexed citations

10.

Hornburg, Caroline Byrd, et al.. (2018). Preferences for tactile and narrative counting books across parents with different education levels. Early Childhood Research Quarterly. 50. 29–39. 14 indexed citations

11.

McNeil, Nicole M., et al.. (2017). Consequences of Individual Differences in Children's Formal Understanding of Mathematical Equivalence. Child Development. 90(3). 940–956. 29 indexed citations

12.

Fuhs, Mary Wagner, Caroline Byrd Hornburg, & Nicole M. McNeil. (2016). Specific early number skills mediate the association between executive functioning skills and mathematics achievement.. Developmental Psychology. 52(8). 1217–1235. 31 indexed citations

13.

McNeil, Nicole M., et al.. (2014). Counting Practice with Pictures, but not Objects, Improves Children’s Understanding of Cardinality. Cognitive Science. 36(36). 11 indexed citations

14.

McNeil, Nicole M.. (2014). A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence. Child Development Perspectives. 8(1). 42–47. 57 indexed citations

15.

McNeil, Nicole M., et al.. (2010). Continuity in Representation Between Children and Adults: Arithmetic Knowledge Hinders Undergraduates' Algebraic Problem Solving. Journal of Cognition and Development. 11(4). 437–457. 40 indexed citations

16.

McNeil, Nicole M., et al.. (2010). Learning from Errors in Game-Based versus Formal Mathematics Contexts. eScholarship (California Digital Library). 32(32). 1 indexed citations

17.

Crooks, Noelle M. & Nicole M. McNeil. (2009). Increased Practice with “Set” Problems Hinders Performance on the Water Jar Task - eScholarship. Proceedings of the Annual Meeting of the Cognitive Science Society. 31(31). 1 indexed citations

18.

Crooks, Noelle M., et al.. (2009). Increased practice with 'set'problems hinders performance on the water jar task. eScholarship (California Digital Library). 31(31). 14 indexed citations

19.

McNeil, Nicole M. & David H. Uttal. (2009). Rethinking the Use of Concrete Materials in Learning: Perspectives From Development and Education. Child Development Perspectives. 3(3). 137–139. 49 indexed citations

20.

Brown, Megan, Nicole M. McNeil, & Arthur M. Glenberg. (2009). Using Concreteness in Education: Real Problems, Potential Solutions. Child Development Perspectives. 3(3). 160–164. 61 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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