Faculty
Nicole McNeil
Assistant Professor
Ph.D., University of Wisconsin-Madison
Profile
Dr. McNeil studies cognitive development. She focuses on the mechanisms that propel and constrain the development of problem solving, quantitative reasoning, and symbolic understanding. Two questions motivate her work. One question is: Why are some domains of knowledge, such as mathematics, so difficult for children (and adults) to learn? A second, related question is: How do domain experience and practice affect learning and problem solving? She is interested in theoretical issues related to the construction and organization of knowledge, as well as practical issues related to learning and instruction.
Recent Papers
McNeil, N. M. (2007). U-shaped development in math: 7-year olds outperform 9-year olds on mathematical equivalence problems. Developmental Psychology, 43, 687-695.
McNeil, N. M., & Alibali, M. W. (2005b). Why won’t you change your mind? Knowledge of operational patterns hinders learning and performance on equations. Child Development, 76, 883-899.
McNeil, N. M., & Alibali, M. W. (2004). You’ll see what you mean: Students encode equations based on their knowledge of arithmetic. Cognitive Science, 28, 451-466.
McNeil, N. M., & Alibali, M. W. (2005a). Knowledge change as a function of mathematics experience: All contexts are not created equal. Journal of Cognition and Development, 6, 385-206.
McNeil, N. M., Grandau, L., Knuth, E. J., Alibali, M. W., Stephens, A. S., Hattikudur, S., & Krill, D. E. (2006). Middle-school students’ understanding of the equal sign: The books they read can’t help. Cognition and Instruction, 24 , 367-385.
Contact Information
Office: 102 Haggar Hall
Notre Dame, Indiana 46556
Phone: (574) 631-5678
Email: nmcneil@nd.edu
Website: http://www.nd.edu/~nmcneil