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Nora Newcombe

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Nora Newcombe

  • College of Liberal Arts

    • Psychology

      • Laura H. Carnell Professor

Courses Taught

Number

Name

Level

PSY 1001

Introduction to Psychology

Undergraduate

PSY 3791

Collaborative Research I

Undergraduate

PSY 3891

Collaborative Research II

Undergraduate

PSY 4791

Collaborative Research III

Undergraduate

Selected Publications

Recent

  • Ishikawa, T. & Newcombe, N. (2021). Why spatial is special in education, learning, and everyday activities. Cognitive Research: Principles and Implications, 6(1). doi: 10.1186/s41235-021-00274-5.

  • Hallinen, N., Sprague, L., Blair, K., Adler, R., & Newcombe, N. (2021). Finding formulas: Does active search facilitate appropriate generalization? Cognitive Research: Principles and Implications, 6(1). doi: 10.1186/s41235-021-00316-y.

  • Benear, S., Ngo, C., Olson, I., & Newcombe, N. (2021). Understanding relational binding in early childhood: Interacting effects of overlap and delay. Journal of Experimental Child Psychology, 208. doi: 10.1016/j.jecp.2021.105152.

  • Ngo, C., Benear, S., Popal, H., Olson, I., & Newcombe, N. (2021). Contingency of semantic generalization on episodic specificity varies across development. Current Biology, 31(12), 2690-2697.e5. doi: 10.1016/j.cub.2021.03.088.

  • Donato, F., Alberini, C., Amso, D., Dragoi, G., Dranovsky, A., & Newcombe, N. (2021). The ontogeny of hippocampus-dependent memories. Journal of Neuroscience, 41(5), 920-926. doi: 10.1523/JNEUROSCI.1651-20.2020.

  • Nardi, D., Singer, K., Price, K., Carpenter, S., Bryant, J., Hatheway, M., Johnson, J., Pairitz, A., Young, K., & Newcombe, N. (2021). Navigating without vision: spontaneous use of terrain slant in outdoor place learning. Spatial Cognition and Computation, 21(3), 235-255. doi: 10.1080/13875868.2021.1916504.

  • Ngo, C. & Newcombe, N. (2021). Relational binding and holistic retrieval in ageing. Memory, 29(9), 1197-1205. doi: 10.1080/09658211.2021.1974047.

  • Peer, M., Brunec, I., Newcombe, N., & Epstein, R. (2021). Structuring Knowledge with Cognitive Maps and Cognitive Graphs. Trends in Cognitive Sciences, 25(1), 37-54. doi: 10.1016/j.tics.2020.10.004.

  • Newcombe, N. (2020). The Puzzle of Spatial Sex Differences: Current Status and Prerequisites to Solutions. Child Development Perspectives, 14(4), 251-257. doi: 10.1111/cdep.12389.

  • Begolli, K., Booth, J., Holmes, C., & Newcombe, N. (2020). How many apples make a quarter? The challenge of discrete proportional formats. Journal of Experimental Child Psychology, 192. doi: 10.1016/j.jecp.2019.104774.

  • Green, C. & Newcombe, N. (2020). Cognitive Training: How Evidence, Controversies, and Challenges Inform Education Policy. Policy Insights from the Behavioral and Brain Sciences, 7(1), 80-86. doi: 10.1177/2372732219870202.

  • Ngo, C., Michelmann, S., Olson, I., & Newcombe, N. (2020). Pattern separation and pattern completion: Behaviorally separable processes? Memory and Cognition. doi: 10.3758/s13421-020-01072-y.

  • Šķilters, J., Uttal, D., & Newcombe, N. (2020). Preface.

  • Zhao, J., Sensibaugh, T., Bodenheimer, B., McNamara, T., Nazareth, A., Newcombe, N., Minear, M., & Klippel, A. (2020). Desktop versus immersive virtual environments: effects on spatial learning. Spatial Cognition and Computation, 20(4), 328-363. doi: 10.1080/13875868.2020.1817925.

  • Ngo, C., Horner, A., Newcombe, N., & Olson, I. (2019). Development of Holistic Episodic Recollection. Psychological Science, 30(12), 1696-1706. doi: 10.1177/0956797619879441.

  • Nazareth, A., Newcombe, N., Shipley, T., Velazquez, M., & Weisberg, S. (2019). Beyond small-scale spatial skills: Navigation skills and geoscience education. Cognitive Research: Principles and Implications, 4(1). doi: 10.1186/s41235-019-0167-2.

  • Nazareth, A., Huang, X., Voyer, D., & Newcombe, N. (2019). A meta-analysis of sex differences in human navigation skills. Psychonomic Bulletin and Review, 26(5), 1503-1528. doi: 10.3758/s13423-019-01633-6.

  • Ngo, C., Newcombe, N., & Olson, I. (2019). Gain-Loss Framing Enhances Mnemonic Discrimination in Preschoolers. Child Development, 90(5), 1569-1578. doi: 10.1111/cdev.13297.

  • Canada, K., Ngo, C., Newcombe, N., Geng, F., & Riggins, T. (2019). It's All in the Details: Relations between Young Children's Developing Pattern Separation Abilities and Hippocampal Subfield Volumes. Cerebral Cortex, 29(8), 3427-3433. doi: 10.1093/cercor/bhy211.

  • Weisberg, S., Newcombe, N., & Chatterjee, A. (2019). Everyday taxi drivers: Do better navigators have larger hippocampi? Cortex, 115, 280-293. doi: 10.1016/j.cortex.2018.12.024.

  • Newcombe, N. (2019). Navigation and the developing brain. Journal of Experimental Biology, 222. doi: 10.1242/jeb.186460.

  • Resnick, I., Newcombe, N., & Jordan, N. (2019). The relation between spatial reasoning and mathematical achievement in children with mathematical learning difficulties. In International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom (pp. 423-436). doi: 10.1007/978-3-319-97148-3_26.

  • Newcombe, N., Booth, J., & Gunderson, E. (2019). Spatial skills, reasoning, and mathematics. In The Cambridge Handbook of Cognition and Education (pp. 100-123). doi: 10.1017/9781108235631.006.

  • Verdine, B., Zimmermann, L., Foster, L., Marzouk, M., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. (2019). Effects of geometric toy design on parent–child interactions and spatial language. Early Childhood Research Quarterly, 46, 126-141. doi: 10.1016/j.ecresq.2018.03.015.

  • Ngo, C., Lin, Y., Newcombe, N., & Olson, I. (2019). Building up and wearing down episodic memory: Mnemonic discrimination and relational binding. Journal of Experimental Psychology: General, 148(9), 1463-1479. doi: 10.1037/xge0000583.

  • Newcombe, N. (2018). Individual variation in human navigation. Current Biology, 28(17), R1004-R1008. doi: 10.1016/j.cub.2018.04.053.

  • Holmes, C., Newcombe, N., & Shipley, T. (2018). Move to learn: Integrating spatial information from multiple viewpoints. Cognition, 178, 7-25. doi: 10.1016/j.cognition.2018.05.003.

  • Jirout, J., Holmes, C., Ramsook, K., & Newcombe, N. (2018). Scaling up Spatial Development: A Closer Look at Children's Scaling Ability and Its Relation to Number Knowledge. Mind, Brain, and Education, 12(3), 110-119. doi: 10.1111/mbe.12182.

  • Weisberg, S. & Newcombe, N. (2018). Cognitive Maps: Some People Make Them, Some People Struggle. Current Directions in Psychological Science, 27(4), 220-226. doi: 10.1177/0963721417744521.

  • Keresztes, A., Ngo, C., Lindenberger, U., Werkle-Bergner, M., & Newcombe, N. (2018). Hippocampal Maturation Drives Memory from Generalization to Specificity. Trends in Cognitive Sciences, 22(8), 676-686. doi: 10.1016/j.tics.2018.05.004.

  • Nazareth, A., Weisberg, S., Margulis, K., & Newcombe, N. (2018). Charting the development of cognitive mapping. Journal of Experimental Child Psychology, 170, 86-106. doi: 10.1016/j.jecp.2018.01.009.

  • Twyman, A., Holden, M., & Newcombe, N. (2018). First Direct Evidence of Cue Integration in Reorientation: A New Paradigm. Cognitive Science, 42, 923-936. doi: 10.1111/cogs.12575.

  • Schunn, C., Newcombe, N., Alfieri, L., Cromley, J., Massey, C., & Merlino, J. (2018). Using principles of cognitive science to improve science learning in middle school: What works when and for whom? Applied Cognitive Psychology, 32(2), 225-240. doi: 10.1002/acp.3398.

  • Ngo, C., Newcombe, N., & Olson, I. (2018). The ontogeny of relational memory and pattern separation. Developmental Science, 21(2). doi: 10.1111/desc.12556.

  • Galati, A., Weisberg, S., Newcombe, N., & Avraamides, M. (2018). When gestures show us the way: Co-thought gestures selectively facilitate navigation and spatial memory. Spatial Cognition and Computation, 18(1), 1-30. doi: 10.1080/13875868.2017.1332064.

  • Möhring, W., Frick, A., & Newcombe, N. (2018). Spatial scaling, proportional thinking, and numerical understanding in 5- to 7-year-old children. Cognitive Development, 45, 57-67. doi: 10.1016/j.cogdev.2017.12.001.

  • Harris, J., George, N., Hirsh-Pasek, K., & Newcombe, N. (2018). Where will it go? How children and adults reason about force and motion. Cognitive Development, 45, 113-124. doi: 10.1016/j.cogdev.2018.01.002.

  • Newcombe, N., Möhring, W., & Frick, A. (2018). How Big Is Many? Development of Spatial and Numerical Magnitude Understanding. In Heterogeneity of Function in Numerical Cognition (pp. 157-176). doi: 10.1016/B978-0-12-811529-9.00009-1.

  • Ngo, C., Alm, K., Metoki, A., Hampton, W., Riggins, T., Newcombe, N., & Olson, I. (2017). White matter structural connectivity and episodic memory in early childhood. Developmental Cognitive Neuroscience, 28, 41-53. doi: 10.1016/j.dcn.2017.11.001.

  • Weisberg, S. & Newcombe, N. (2017). Embodied cognition and STEM learning: overview of a topical collection in CR:PI. Cognitive Research: Principles and Implications, 2(1). doi: 10.1186/s41235-017-0071-6.

  • Blacker, K., Weisberg, S., Newcombe, N., & Courtney, S. (2017). Keeping track of where we are: Spatial working memory in navigation. Visual Cognition, 25(7-8), 691-702. doi: 10.1080/13506285.2017.1322652.

  • Xu, Y., Regier, T., & Newcombe, N. (2017). An adaptive cue combination model of human spatial reorientation. Cognition, 163, 56-66. doi: 10.1016/j.cognition.2017.02.016.

  • Holmes, C., Marchette, S., & Newcombe, N. (2017). Multiple views of space: Continuous visual flow enhances small-scale spatial learning. Journal of Experimental Psychology: Learning Memory and Cognition, 43(6), 851-861. doi: 10.1037/xlm0000346.

  • Resnick, I., Newcombe, N., & Shipley, T. (2017). Dealing with Big Numbers: Representation and Understanding of Magnitudes Outside of Human Experience. Cognitive Science, 41(4), 1020-1041. doi: 10.1111/cogs.12388.

  • Newcombe, N., Levine, S., & Mix, K. (2017). Corrigendum to: Thinking about quantity: the intertwined development of spatial and numerical cognition: Thinking about quantity (Wiley Interdisciplinary Reviews: Cognitive Science, (2015), 6, 6, (491-505), 10.1002/wcs.1369). Wiley Interdisciplinary Reviews: Cognitive Science, 8(3). doi: 10.1002/wcs.1442.

  • Newcombe, N. (2017). Erratum to “Thinking spatially in the science classroom” [Current Opinion in Behavioral Sciences 10 (2016) 1–6](S2352154616300870)(10.1016/j.cobeha.2016.04.010). Current Opinion in Behavioral Sciences, 14, 172. doi: 10.1016/j.cobeha.2017.04.004.

  • Resnick, I., Davatzes, A., Newcombe, N., & Shipley, T. (2017). Using Relational Reasoning to Learn About Scientific Phenomena at Unfamiliar Scales. Educational Psychology Review, 29(1), 11-25. doi: 10.1007/s10648-016-9371-5.

  • Verdine, B., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. (2017). IV. RESULTS—LINKS BETWEEN SPATIAL ASSEMBLY, LATER SPATIAL SKILLS, AND CONCURRENT AND LATER MATHEMATICAL SKILLS. Monographs of the Society for Research in Child Development, 82(1), 71-80. doi: 10.1111/mono.12283.

  • Mix, K., Newcombe, N., & Levine, S. (2017). Commentary on Leibovich et al.: What next.? The Behavioral and Brain Sciences, 40, e180. doi: 10.1017/S0140525X16002181.

  • Atit, K., Weisberg, S., Newcombe, N., & Shipley, T. (2016). Learning to interpret topographic maps: Understanding layered spatial information. Cognitive Research: Principles and Implications, 1(1). doi: 10.1186/s41235-016-0002-y.

  • Cromley, J., Weisberg, S., Dai, T., Newcombe, N., Schunn, C., Massey, C., & Merlino, F. (2016). Improving Middle School Science Learning Using Diagrammatic Reasoning. Science Education, 100(6), 1184-1213. doi: 10.1002/sce.21241.

  • Möhring, W., Newcombe, N., & Frick, A. (2016). Using mental transformation strategies for spatial scaling: Evidence from a Discrimination Task. Journal of Experimental Psychology: Learning Memory and Cognition, 42(9), 1473-1479. doi: 10.1037/xlm0000240.

  • Newcombe, N. (2016). Thinking spatially in the science classroom. Current Opinion in Behavioral Sciences, 10, 1-6. doi: 10.1016/j.cobeha.2016.04.010.

  • Miller, B., Cromley, J., & Newcombe, N. (2016). Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction. Journal of Computer Assisted Learning, 32(4), 374-390. doi: 10.1111/jcal.12143.

  • Möhring, W., Ramsook, K., Hirsh-Pasek, K., Golinkoff, R., & Newcombe, N. (2016). Where music meets space: Children's sensitivity to pitch intervals is related to their mental spatial transformation skills. Cognition, 151, 1-5. doi: 10.1016/j.cognition.2016.02.016.

  • Weisberg, S. & Newcombe, N. (2016). How do (some) people make a cognitive map? Routes, places, and working memory. Journal of Experimental Psychology: Learning Memory and Cognition, 42(5), 768-785. doi: 10.1037/xlm0000200.

  • Ngo, C., Weisberg, S., Newcombe, N., & Olson, I. (2016). The relation between navigation strategy and associative memory: An individual differences approach. Journal of Experimental Psychology: Learning Memory and Cognition, 42(4), 663-670. doi: 10.1037/xlm0000193.

  • Holden, M., Newcombe, N., Resnick, I., & Shipley, T. (2016). Seeing Like a Geologist: Bayesian Use of Expert Categories in Location Memory. Cognitive Science, 40(2), 440-454. doi: 10.1111/cogs.12229.

  • Möhring, W., Newcombe, N., Levine, S., & Frick, A. (2016). Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions. Journal of Cognition and Development, 17(1), 67-84. doi: 10.1080/15248372.2014.996289.

  • Verdine, B., Lucca, K., Golinkoff, R., Hirsh-Pasek, K., & Newcombe, N. (2016). The Shape of Things: The Origin of Young Children’s Knowledge of the Names and Properties of Geometric Forms. Journal of Cognition and Development, 17(1), 142-161. doi: 10.1080/15248372.2015.1016610.

  • Mix, K., Levine, S., & Newcombe, N. (2016). Development of Quantitative Thinking Across Correlated Dimensions. In Continuous Issues in Numerical Cognition: How Many or How Much (pp. 1-33). doi: 10.1016/B978-0-12-801637-4.00001-9.