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Developmental Science|February 20, 2019
Improved set-size labeling mediates the effect of a counting intervention on children's understanding of cardinalityConnor D O'Rear, Nicole M McNeilDevelopmental Science|February 7, 2020
Partial knowledge in the development of number word understandingConnor D O'Rear, Nicole M McNeil, Patrick K KirklandJournal of Experimental Child Psychology|January 22, 2025
Examining the factor structure of the home learning environmentAlexa Ellis, Connor D O'Rear, Jimena Cosso, et al.Child Development|March 27, 2023
Features in children's counting books that lead dyads to both count and label sets during shared book readingConnor D O'Rear, Isabella Seip, Joanna Azar, et al.Annals of the New York Academy of Sciences|January 14, 2022
Conceptualizing the factor structure of parents' math anxiety and associations with children's mathematics skillsJimena Cosso, Alexa Ellis, Connor D O'Rear, et al.Pageof 1