Caroline Byrd Hornburg

Transcription

1 Department of Psychology B20 Haggar Hall Notre Dame, IN Education In progress May 2014 May 2011 Ph.D. in Developmental Psychology M.A. in Psychology Thesis Title: Gesturing May Not Always Make Learning Last B.S. in Psychology; Minor in Mathematical Decision Sciences University of North Carolina at Chapel Hill Summa Cum Laude, Highest Honors in Psychology Research Interests Broadly, my research interests lie in children s cognitive development, specifically in the early understanding of mathematical concepts such as equivalence. I am particularly interested in children s comprehension of equivalence associated with nontraditional problem formats. I hope to shed light on the ways in which children's early mathematics education may impact their later transition to algebra. 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) 2015-present Research Assistant, Cognition Learning and Development Lab Comparison of Three Early Math Interventions 2011-present Research Assistant, Cognition Learning and Development Lab National Science Foundation (NSF) Predictors and Consequences of Early Understanding of Mathematical Equivalence

2 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 (Advisors: Dr. Peter A. Ornstein and Dr. Jennifer L. Coffman) Research Assistant, Cognitive Neuroscience of Memory Lab Department of Psychology, University of North Carolina at Chapel Hill (Advisor: Dr. Kelly S. Giovanello) Publications 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, Refereed Publications In Proceedings 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 McNeil, N. M., Hornburg, C. B., Brletic-Shipley, H., & Matthews, J. M. (under review). Improving children s understanding of math equivalence via an intervention designed to reduce reliance on knowledge of traditional arithmetic. Fuhs, M. W., Hornburg, C. B., & McNeil, N. M. (under review). Specific early number skills mediate the association between inhibitory control and mathematics achievement.

3 Carrazza, C., Devlin, B. L., Hornburg, C. B., McKeever, M. O., & McNeil, N. M., (in preparation; alphabetical author order). Children s early understanding of math equivalence predicts future math achievement. Research Presentations 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. 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. I. C. Francis (Organizer), 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. 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. Byrd, C. E., McNeil, N. M., Chesney, D. L., & Matthews, P. G. (2013, February). Children's arithmetic-specific interpretation of the equal sign constitutes risk for poor learning of early algebra. Poster presented at the Graduate Student Union Annual Research Symposium; Notre

4 Dame, IN. Byrd, C. E., & McNeil, N. M. (2012, August). Misconceptions of the equal sign as barriers to learning. First Year Project Presentation. Presented to Psychology Department Faculty and Graduate Students; Notre Dame, IN. Invited Talks 2014 University of Chicago, Goldin-Meadow Laboratory Honors, Awards, Fellowships, and Scholarships National Science Foundation Graduate Research Fellowship ($30,000/year) 2015 Graduate Student Union Conference Presentation Grant ($200) 2015 Graduate School Professional Development Award, Notebaert Professional Development Fund ($643) 2014 Psi Chi Graduate Student Research Grant ($1,500) 2013 Institute for Scholarship in the Liberal Arts (ISLA) Graduate Student Research Award ($1,526) 2013 Institute for Scholarship in the Liberal Arts (ISLA) Professional Development Award ($330) 2013 Graduate School Professional Development Award, Notebaert Professional Development Fund ($620) 2013 Graduate Student Union Conference Presentation Grant ($300) 2011 Defended Honors Thesis: The Socialization of Children's Memory: The Impact of Maternal Reminiscing Style, Department of Psychology, UNC-CH 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 National Merit Scholarship Quantitative/Methodological Experience 2014 Structural Equation Modeling,, Psychology 2013 Psychological Measurement and Test Development, 2013 Multivariate Analysis,, Psychology 2013 Applied Longitudinal Analysis,, Psychology 2012 Quantitative Methods II,, Psychology 2011 Quantitative Methods I,, Psychology 2010 Statistical Methods II, UNC-CH, Statistics 2009 Statistical Methods I, UNC-CH, Statistics 2009 Quantitative Psychology, UNC-CH, Psychology Professional Affiliations

5 2014- American Educational Research Association Cognitive Science Society Society for Research on Educational Effectiveness Association for Women in Science Notre Dame Chapter Society for Research in Child Development Cognitive Development Society American Psychological Association Association for Psychological Science Psi Chi International Honor Society Professional Service Graduate Mentor, APS Student Caucus Mentorship Program Experienced Resource Person, NSF Graduate Research Fellowship Program Reviewer, Student Research Awards, APS Student Caucus Member, Social & Outreach Committee, Association for Women in Science ND 2013 Volunteer Judge for Projects in Behavioral Sciences, Elementary Division, Northern Indiana Regional Science & Engineering Fair University and Departmental Service Coordinator, Developmental Studies Group, Dept. of Psychology 2015 Teaching Assistant, Experimental Psychology I Statistics, Dept. of Psychology Co-Chair, Professional Development Group, Dept. of Psychology 2014 Member, Percussion Ensemble, Department of Music 2014 Teaching Assistant, Experimental Psychology I Statistics, 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 Member, University Band, Department of Music 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