Caroline Byrd Hornburg

Postdoctoral Research Associate
Department of Psychological Sciences
Purdue University
chornburg@purdue.edu

Research Interests

Broadly, I am interested in understanding mechanisms of learning and applying cognitive science principles in educational settings. In particular, my goal is to determine how to optimize the learning environment to improve children's understanding of key concepts. Much of my research focuses on concepts in the domain of mathematical cognition.

Publications

Refereed Journal Articles

  • Hornburg, C. B., Rieber, M. L., & McNeil, N. M. (in press). An integrative data analysis of gender differences in children’s understanding of mathematical equivalence. Journal of Experimental Child Psychology.
  • Fuhs, M. W., Hornburg, C. B., & McNeil, N. M. (2016). Specific early number skills mediate the association between executive functioning skills and mathematics achievement. Developmental Psychology, 52, 1217-1235.
  • Byrd, C. E., McNeil, N. M., Chesney, D. L., & Matthews, P. G. (2015). A specific misconception of the equal sign acts as a barrier to children’s learning of early algebra. Learning and Individual Differences, 38, 61-67.
  • Chesney, D. L., McNeil, N. M., Matthews, P. G., Byrd, C. E., Petersen, L. A., Wheeler, M. C., Fyfe, E. M., & Dunwiddie, A. E. (2014). Organization matters: Mental organization of addition knowledge relates to understanding math equivalence in symbolic form. Cognitive Development, 30, 30-46.

Book Chapters and Refereed Publications in Proceedings

  • Johannes, K., Davenport, J., Kao, Y., Hornburg, C. B., & McNeil, N. M. (2017). Promoting children’s relational understanding of equivalence. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (forthcoming). Austin, TX: Cognitive Science Society.
  • McNeil, N. M., Hornburg, C. B., Fuhs, M. W., & O’Rear, C. D. (2017). Understanding children’s difficulties with mathematical equivalence. In D. C. Geary, D. B. Berch, & K. Mann Koepke (Eds.), Mathematical Cognition and Learning: Volume 3. San Diego, CA: Elsevier Academic Press.
  • Byrd, C. E., McNeil, N. M., D’Mello, S. K, & Cook, S. W. (2014). Gesturing may not always make learning last. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.) Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 1982-1987). Austin, TX: Cognitive Science Society.