Ph.D. in Developmental Psychology; Minor in Quantitative Psychology. Thesis: Gesturing May Not Always Make Learning Last Advisor: Nicole M.

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1 Caroline Byrd Hornburg, M. A. B20 Haggar Hall, Notre Dame, IN Phone: (704) EDUCATION Expected May 2017 Ph.D. in Developmental Psychology; Minor in Quantitative Psychology Dissertation: Optimizing Problem Format to Facilitate Children s Understanding of Math Equivalence Advisor: Nicole M. McNeil 2014 M.A. in Psychology Thesis: Gesturing May Not Always Make Learning Last Advisor: Nicole M. McNeil 2011 B.S. in Psychology; Minor in Mathematical Decision Sciences University of North Carolina at Chapel Hill Summa Cum Laude, Highest Honors in Psychology, Dean s List PROFESSIONAL POSITIONS 2015-present Research Assistant, Cognition Learning and Development Lab Institute of Education Sciences (IES) Improving Children s Understanding of Mathematical Equivalence: An Efficacy Study (In collaboration with WestEd) 2011-present Research Assistant, Cognition Learning and Development Lab National Science Foundation (NSF) Predictors and Consequences of Early Understanding of Mathematical Equivalence Research Assistant, Cognition Learning and Development Lab Comparison of Three Early Math Interventions Research Assistant, Cognition Learning and Development Lab Institute of Education Sciences (IES) Improving Children s Understanding of Mathematical Equivalence Undergraduate Honors Thesis Student, The Children s Memory Project Department of Psychology, University of North Carolina at Chapel Hill

2 Caroline Byrd Hornburg 2 PUBLICATIONS Refereed Journal Articles 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, 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, 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, Book Chapters & Refereed Publications in Proceedings 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 ). Austin, TX: Cognitive Science Society. Manuscripts Under Review or In Preparation Hornburg, C. B., Rieber, M. L., & McNeil, N. M. (revise and resubmit). An integrative data analysis of gender differences in children s understanding of mathematical equivalence. McNeil, N. M., Hornburg, C. B., Devlin, B. L., Carrazza, C., & McKeever, M. O. (revise and resubmit). Consequences of individual differences in children s formal understanding of math equivalence. McNeil, N. M., Hornburg, C. B., Brletic-Shipley, H., & Matthews, J. M. (in preparation). Improving children s understanding of math equivalence via an intervention designed to reduce reliance on knowledge of traditional arithmetic. Hornburg, C. B., McNeil, N. M., & Wang, L. (in preparation). The role of encoding in children s understanding of math equivalence depends on problem format. Hornburg, C. B., Wang, L., & McNeil, N. M. (in preparation). A comparison of meta-analysis

3 Caroline Byrd Hornburg 3 and individual person data analysis with low base rate raw data. Hornburg, C. B., McNeil, N. M., Brletic-Shipley H., & Matthews, J. M. (in preparation). Improving children s understanding of math equivalence. FELLOWSHIPS & SCHOLARSHIPS National Science Foundation Graduate Research Fellowship ($30,000/year for first year, $34,000/year for subsequent years) National Merit Scholarship HONORS, AWARDS, & GRANTS 2017 Graduate School Professional Development Award, Notebaert Fund ($857) 2017 Notre Dame Graduate Student Union Conference Presentation Grant ($300) 2017 Community Engagement Tutoring Certificate, Kaneb Center for Teaching and Learning, 2016 Society for Research in Child Development Dissertation Funding Award ($2,000) 2016 Finalist, Three Minute Thesis (3MT ) Competition ($100) 2016 Striving for Excellence in Teaching Certificate, Kaneb Center for Teaching and Learning, 2015 Notre Dame Graduate Student Union Conference Presentation Grant ($200) 2015 Graduate School Professional Development Award, Notebaert Fund ($643) 2014 Psi Chi Graduate Student Research Grant ($1,500) 2013 Institute for Scholarship in the Liberal Arts (ISLA) Research Award ($1,526) 2013 Institute for Scholarship in the Liberal Arts (ISLA) Professional Development Award ($330) 2013 Graduate School Professional Development Award, Notebaert Fund ($620) 2013 Notre Dame Graduate Student Union Conference Presentation Grant ($300) 2011 Recommended for a Fulbright U.S. Student Program Grant by the National Screening Committee of the Institute of International Education 2011 Gates Cambridge Scholarship Finalist 2010 Phi Beta Kappa Honors Society, UNC-CH Chapter 2008 National Society of Collegiate Scholars, UNC-CH INVITED TALKS 2017 Optimizing Problem Format to Facilitate Children s Understanding of Math Equivalence, Association for Women in Science Notre Dame Chapter 2016 Panelist, Surviving Graduate School, 28 th Annual Conference of the Association for Psychological Science 2014 Gesturing May Not Always Make Learning Last, University of Chicago, Goldin-Meadow Laboratory

4 Caroline Byrd Hornburg 4 CONFERENCE PRESENTATIONS Hornburg, C. B., & McNeil, N. M. (2017, May). The role of problem format in children s learning of mathematical equivalence. Poster to be presented at the 2017 Math Cognition and Learning Conference, Nashville, TN. Devlin, B. L., Hornburg, C. B., & McNeil, N. M. (2017, April). Kindergarteners understanding of math language predicts response to a math intervention. Poster to be presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Austin, TX. Devlin, B. L., Hornburg, C. B., McNeil, N. M., & Carrazza, C. (2016, May). Gender differences in response to supplemental early math interventions. Poster presented at the Annual Meeting of the Association for Psychological Science (APS), Chicago, IL. Hornburg, C. B., McNeil, N. M., Devlin, B. L., & McKeever, M. O. (2015, October). Proficiency with number sets in kindergarten predicts understanding of math equivalence in second grade. In N. McNeil (Chair), Math and number. Paper presented at the Cognitive Development Society (CDS) IX Biennial Meeting, Columbus, OH. Byrd, C. E., McNeil, N. M., Carrazza, C., Matthews, J. M., Brletic-Shipley, H., & Celeste, E. (2015, April). Pilot test of a comprehensive intervention to improve children s understanding of math equivalence. In D. Francis (Organizer) and E. Bullock (Chair), Explorations in mathematics in the elementary grades. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL. Devlin, B. L., McNeil, N. M., Carrazza, C., Byrd, C. E., & McKeever, M. O. (2015, March). Early understanding of math equivalence predicts future math achievement. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Philadelphia, PA. Fuhs, M. W., Byrd, C. E., & McNeil, N. M. (2013, October). Specific number sense skills mediate the association between inhibitory control and mathematics achievement. Poster presented at the Cognitive Development Society (CDS) VIII Biennial Meeting, Memphis, TN. Byrd, C. E., McNeil, N. M., Brletic-Shipley, H., & Matthews, J. M. (2013, September). Development of a comprehensive intervention to improve children s understanding of math equivalence. Poster presented at the Society for Research on Educational Effectiveness Fall Conference (SREE), Washington, D.C. Byrd, C. E., McNeil, N. M., Chesney, D. L., & Matthews, P. G. (2013, April). Children's arithmetic-specific interpretation of the equal sign constitutes risk for poor learning of early algebra. Poster presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, WA.

5 Caroline Byrd Hornburg 5 Chesney, D. L., McNeil, N. M., Matthews, P. G., Byrd, C. E., Petersen, L. A., Wheeler, M. C., Fyfe, E. R., & Dunwiddie, A. E. (2013, April). Organization matters: Children s mental organization of arithmetic knowledge correlates with understanding of math equivalence. In B. Rittle-Johnson (Organizer), Representation, concepts, and problem-solving: Mathematics. Paper presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Seattle, WA. TEACHING/MENTORING EXPERIENCE 2015 Teaching Assistant, Experimental Psychology I Statistics 2014 Guest Lecturer, Topics in Educational Psychology, ACE Program 2014 Teaching Assistant, Experimental Psychology I Statistics Graduate Student Research Mentor, Cognition Learning and Development Lab Supervised Senior Honors Theses: Elena Silla, , Does Arithmetic Instruction in Second Grade Classrooms Promote Understanding of Mathematical Equivalence? Marisa Rieber, , Gender Differences in Second and Third Graders Understanding of Mathematical Equivalence Casey Hall, , Concreteness Fading in Mathematical Equivalence QUANTITATIVE/METHODOLOGICAL EXPERIENCE 2014 Structural Equation Modeling, 2013 Psychological Measurement and Test Development, 2013 Multivariate Analysis, 2013 Applied Longitudinal Analysis, Quantitative Methods I and II, Statistical Methods I and II, UNC-CH 2009 Quantitative Psychology, UNC-CH PROFESSIONAL SERVICE 2016 Grant Reviewer, United Way Early Learning Panel (Funding Cycle ) Reviewer, Student Research Awards, APS Student Caucus Experienced Resource Person, NSF Graduate Research Fellowship Program Graduate Mentor, APS Student Caucus Mentorship Program Member, Social & Outreach Committee, Association for Women in Science ND 2013 Judge, Behavioral Sciences Elementary Division, Northern Indiana Regional Science & Engineering Fair President, Psi Chi International Honor Society, UNC-CH Chapter Treasurer, Psi Chi International Honor Society, UNC-CH Chapter

6 Caroline Byrd Hornburg 6 UNIVERSITY & DEPARTMENTAL SERVICE Faculty Meeting Representative, Developmental Program, Dept. of Psychology Co-Coordinator, Developmental Studies Group, Dept. of Psychology Co-Chair, Professional Development Group, Dept. of Psychology Program Representative, Graduate Advisory Committee, Dept. of Psychology Member, Professional Development Committee, Graduate Student Union Member, Quality of Life Committee, Graduate Student Union 2012 Member, Teaching Awards Selection Committee, Graduate Student Union COMMUNITY SERVICE Storehouse Food Pantry Volunteer, River Valley Church, Mishawaka, IN Children s Ministry Volunteer, River Valley Church, Mishawaka, IN Worship Team Musician, Grace Church Worship Arts Ministry, Granger, IN Children s Ministry Volunteer, Grace Church Children s Ministry, Granger, IN PROFESSIONAL AFFILIATIONS Association for Women in Science Notre Dame Chapter Cognitive Development Society National Council of Teachers of Mathematics Psi Chi International Honor Society Society for Research in Child Development REFERENCES Nicole M. McNeil ACE Associate Professor of Psychology 102 Haggar Hall Notre Dame, IN (574) nmcneil@nd.edu Lijuan (Peggy) Wang Associate Professor of Psychology 111 Haggar Hall Notre Dame, IN (574) lwang4@nd.edu

7 Caroline Byrd Hornburg 7 Mary Wagner Fuhs Assistant Professor of Psychology St. Joseph Hall College Park University of Dayton Dayton, OH (937) mfuhs1@udayton.edu Jill A. Lany Assistant Professor of Psychology 118-C Haggar Hall Notre Dame, IN (574) jlany@nd.edu