Publications

For the most up-to-date list of publications and presentations, you can view Dr. Hornburg's CV here. 

Find Dr. Hornburg's research online: Google Scholar / ORCiD

Refereed Journal Articles

Ottmar, E., Zhang, P., Lee, J.-E., Bye, J. K., Colbert, M. A., Egorova, A., Yu, S., Closser, A. H., & Hornburg, C. B. (2025). Data from the Effects of Congruent and Incongruent Perceptual Cues on Middle Schoolers’ Mathematical Performance, Learning, and Retention Study. Journal of Open Psychology Data, 13(5), 1-16. https://doi.org/10.5334/jopd.139

Hornburg, C. B., Lee, J.-E., Closser, A. H., Bye, J. K., Egorova, A., Colbert, M. A., Yu, S., Zhang, P., Valdivia, I., & Ottmar, E. (2025). Effects of spacing and color perceptual cues on middle schoolers’ order-of-operations performance. Journal of Experimental Education, 1-22. https://doi.org/10.1080/00220973.2025.2528691 [Pre-proof]

Kim, J., Hornburg, C. B., Grose, G. E., Levinson, T. G., & Fazio, L. K. (2025). Picturing mathematicians: Examining how gender and math anxiety relate to students’ representations of mathematicians in late elementary and middle school. Journal of Experimental Child Psychology, 258, 106290. https://doi.org/10.1016/j.jecp.2025.106290 

Vargas-Diaz, D., Kim, J., Karunaratna, S., Choi, K., Hornburg, C. B., & Lee, S. W. (2025). Exploring parent involvement in e-book joint reading with voice agents. International Journal of Human-Computer Studies, 198, 103461. https://doi.org/10.1016/j.ijhcs.2025.103461

Hornburg, C. B., King, Y. A., Westerberg, L. E., Schmitt, S. A., & Purpura, D. J. (2024). The roles of mathematical language and emergent literacy skills in the longitudinal prediction of specific early numeracy skills. Journal of Experimental Child Psychology, 244, 105959. [Pre-proof]

Purpura, D. J., O’Rear, C. D., Ellis, A., Logan, J. A. R., Westerberg, L., Ehrman, P., King, Y. A., Vander Tuin, M., Nordgren, I., Anderson, K., Cosso, J., Zippert, E., Napoli, A. R., Hornburg, C. B., Schmitt, S. A., & Dobbs-Oates, J. (2024). Unique and combined effects of quantitative mathematical language and numeracy instruction within a picture book intervention: A registered report. Journal of Educational Psychology, 116(1), 1-19.  [LINK]

Devlin, B. L., Hornburg, C. B., & McNeil, N. M. (2023). Kindergarten predictors of formal understanding of mathematical equivalence in second grade. Developmental Psychology, 59(8), 1426-1439. [Pre-proof]

Davenport, J. L., Kao, Y. S., Johannes, K. N., Hornburg, C. B., & McNeil, N. M. (2023). Improving children’s understanding of mathematical equivalence: An efficacy study. Journal of Research on Educational Effectiveness, 16(4), 615-642. [Pre-proof]

Lee, J.-E., Hornburg, C. B., Chan, J. Y., & Ottmar, E. (2022). Perceptual and number effects on students’ initial solution strategies in an interactive online mathematics game. Journal of Numerical Cognition, 8(1), 166-182. [Pre-proof]

Hornburg, C. B., Devlin, B. L., & McNeil, N. M. (2022). Earlier understanding of mathematical equivalence in elementary school predicts greater algebra readiness in middle school. Journal of Educational Psychology, 114(3), 540-559. [Pre-proof]

Hornburg, C. B., Borriello, G. A., Kung, M., Lin, J., Litkowski, E., Cosso, J., Ellis, A., King, Y. A., Zippert, E., Cabrera, N. J., Davis-Kean, P., Eason, S. H., Hart, S. A., Iruka, I. U., LeFevre, J.-A., Simms, V., Susperreguy, M. I., Cahoon, A., Chan, W. W. L., Cheung, S. K., Coppola, M., De Smedt, B., Elliott, L., Estévez-Pérez, N., Gallagher-Mitchell, T., Gardner-Neblett, N., Gilmore, C., Leyva, D., Maloney, E. A., Manolitsis, G., Melzi, G., Mutaf-Yıldız, B., Nelson, G., Niklas, F., Pan, Y., Ramani, G. B., Skwarchuk, S.-L., Sonnenschein S., & Purpura, D. J. (2021). Next directions in measurement of the home mathematics environment: An international and interdisciplinary perspective. Journal of Numerical Cognition, 7(2), 195-220. [LINK]

Purpura, D. J., Schmitt, S. A., Napoli, A. R., Dobbs-Oates, J., King, Y. A., Hornburg, C. B., Westerberg, L., Borriello, G. A., Bryant, L., Anaya, L. Y., Kung, M., Litkowski, E., Lin, J., & Rolan, E. (2021). Engaging caregivers and children in picture books: A family-implemented mathematical language intervention. Journal of Educational Psychology, 113(7), 1338-1353. [LINK] 

Hornburg, C. B., Brletic-Shipley, H., Matthews, J. M., & McNeil, N. M. (2021). Improving understanding of mathematical equivalence. Mathematics Teacher: Learning and Teaching PreK-12, 114, 16-26. [LINK] [Pre-proof] 

Purpura, D. J., King, Y. A., Rolan, E., Hornburg, C. B., Schmitt, S. A., Hart, S. A., & Ganley, C. M. (2020). Examining the factor structure of the home mathematics environment to delineate its role in predicting preschool numeracy, mathematical language, and spatial skills. Frontiers in Psychology, 11, 1925. [LINK]

Gaylord, S. M., O’Rear, C. D., Hornburg, C. B., & McNeil, N. M. (2020). Preferences for tactile and narrative counting books across parents with different education levels. Early Childhood Research Quarterly, 50, 29-39. [LINK]

McNeil, N. M., Hornburg, C. B., Brletic-Shipley, H., & Matthews, J. M. (2019). Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice. Journal of Educational Psychology, 111, 1023-1044. [LINK]

McNeil, N. M., Hornburg, C. B., Devlin, B. L., Carrazza, C., & McKeever, M. O. (2019). Consequences of individual differences in children’s formal understanding of mathematical equivalence. Child Development, 90, 940-956. [LINK]

Hornburg, C. B., Schmitt, S. A., & Purpura, D. J. (2018). Relations between preschoolers’ mathematical language understanding and specific numeracy skills. Journal of Experimental Child Psychology, 176, 84-100. [LINK]

Hornburg, C. B., Wang, L., & McNeil, N. M. (2018). Comparing meta-analysis and individual person data analysis using raw data on children’s understanding of equivalence. Child Development, 89, 1983-1995. [LINK]

Hornburg, C. B., Rieber, M. L., & McNeil, N. M. (2017). An integrative data analysis of gender differences in children’s understanding of mathematical equivalence. Journal of Experimental Child Psychology, 163, 140-150. [LINK] [Pre-proof]

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. [LINK]

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. [LINK]

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. [LINK]