| 2025 | CogSci | The Impact of Immediate and Elaborative Feedback on Second Grade Students' Equation Solving and Understanding of the Equal Sign. | Anna N. Bartel, Jacklyn Powers, Amy L. Miyahara, Yvonne Kao, Jodi L. Davenport, Nicole M. McNeil |
| 2025 | CogSci | Inferential Language is Limited and Unevenly Distributed in Popular Texts Used For Literacy Tutoring. | Rose E. Beacham, Sarah Ochocki, Amy L. Miyahara, Nicole M. McNeil |
| 2025 | CogSci | Preschoolers' Use of Quantitative Math Language in Picture Descriptions Predicts Early Numeracy Skills. | Michelle Lynn Luna, Claire Guang, Chineme Otuonye, Alina Boada, Nicole M. McNeil |
| 2025 | CogSci | Equal > Equals: Labels Affect How Math Symbols Are Interpreted. | Amy L. Miyahara, Claire Guang, Emma Sayler, Sarah Ochocki, Shaker Erbini, Ellyn Jarrell, Nicole M. McNeil |
| 2025 | CogSci | Picture Book Features Influence the Use of Complex Modifiers During Shared Number Book Reading. | Chineme Otuonye, Amy L. Miyahara, Kathleen M. Eberhard, Nicole M. McNeil |
| 2022 | CogSci | Race moderates the effect of tactility on children's learning from counting books. | W. Trey Cobb, Claire Guang, Patrick K. Kirkland, Amy Bahadursingh, Saachi Kumar, Chukwudumebi Stephanie Ona, Connor D. O'Rear, Nicole M. McNeil |
| 2021 | CogSci | Predicting Learning and Knowledge Transfer in Two Early Mathematical Equivalence Interventions. | Kristen Johannes, Nicole M. McNeil, Yvonne Kao, Jodi L. Davenport |
| 2020 | CogSci | Research-Based Teaching Practices for Improving Students' Understanding of Mathematical Equivalence Have Not Made it into Elementary Classrooms. | Elena Silla, Caroline Hornburg, Matthew Kloser, Nicole M. McNeil |
| 2018 | CogSci | Evidence of Partial Number Word Knowledge on the Give-N Task. | Connor D. O'Rear, Nicole M. McNeil, Patrick K. Kirkland |
| 2017 | CogSci | Promoting Children's Relational Understanding of Equivalence. | Kristen Johannes, Jodi L. Davenport, Yvonne Kao, Caroline Byrd Hornburg, Nicole M. McNeil |
| 2014 | CogSci | Gesturing May Not Always Make Learning Last. | Caroline Byrd, Nicole M. McNeil, Sidney K. D'Mello, Susan Wagner Cook |
| 2014 | CogSci | Are Fractions Natural Numbers, Too? | Percival G. Matthews, Dana L. Chesney, Nicole M. McNeil |
| 2014 | CogSci | Counting Practice with Pictures, but not Objects, Improves Children's Understanding of Cardinality. | Lori Petersen, Nicole M. McNeil, Alice Tollaksen, Alexander Boehm, Casey Hall, Cristina Carrazza, Brianna Devlin |