2011-2015

2011-2015

  • Solomon, T., Vasilyeva, M. , Huttenlocher, J., & Levine, S.C. (2015). Minding the gap:  Children’s difficulty conceptualizing spatial intervals as linear measurement units.  Developmental Psychology, 51(11), 1564-1573. PDF DOI
  • Maloney, E. A., Converse, B. A., Gibbs, C. R., Levine, S. C. & Beilock, S. L. (2015). Jump-starting early childhood education at home: Early learning, parent motivation, and public policy. Psychological Science, 10(6), 727-732. PDF DOI
  • Berkowitz, T., Schaeffer, M. W., Maloney, E. A., Peterson, L., Gregor, C., Levine, S. C. & Beilock, S. L. (2015). Math at home adds up to achievement in school. Science, 350, 196-198. PDF DOI
  • Newcombe, N.S., Levine, S.C & Mix, K. (2015). Thinking about quatity: The intertwinded development of spatial and numerical cognition. WIREs Cogn Sci , 6, 491–505. 
  • Gibson, D., Congdon, E., & Levine, S.C. (2015). The effects of word learning biases on children’s understanding of angle. Child Development, 86, 319-326. PDF DOI
  • Maloney, E.A, Ramirez,G., Gunderson, E.A, Levine, S.C. & Beilock, S.L. (2015). Intergenerational effects of parents' math anxiety on children's math achievement and anxiety. Psychological Science. PDF DOI
  • Boyer, T.W. & Levine, S. C. (2015). Prompting children to reason proportionally: Processing discrete units and continous amounts. Developmental Psychology, 51(5), 615-620. PDF DOI
  • Gunderson, E. A., Spaepen, E., Gibson, D., Goldin-Meadow, S. & Levine, S.C. (2015). Gesture as a window onto children's number knowledge. Cognition, 144, 14-28. PDF DOI
  • Demir, Ö.E., Rowe, M., Heller, G., Levine, S.C. & Goldin-Meadow, S., (2015). Vocabulary, syntax and narrative development in children with and without early unilateral brain injury: Early parental talk about the there-and-then matters. Developmental Psychology, 51(2), 161-175. PDF DOI
  • Demir, Ö.E., Levine, S.C. & Goldin-Meadow, S. (2015). A Tale of Two Hands: Children's gesture use in narrative production predicts later narrative structure in speech. Journal of Child Language, 42(2), 1-20. PDF DOI
  • Gunderson, E. A., Spaepen, E., & Levine, S. C. (2015). Approximate number word knowledge before the cardinal principle. Journal of Experimental Child Psychology, 130, 35-55. PDF DOI
  • Levine, S.C., Beharelle Raja, A., Demir, O.E. & Small, S. (2015). Perinatal focal brain injury: Scope and limits of plasticity for language functions. Neurobiology of Language. G.S. Hickok and S.L. Small, Eds. Elsevier.
  • Suskind, D., Leffel, K.R., Leininger, L,. Gunderson, E.A., Sapolich, S.G., Suskind, E., Hernandes, M.W., Goldin-Meadow, S. & Levine, S.C. (2015). A parent-directed language intervention for children of low socioeconomic status: A randomized control trial. Available on CJO 2015.
  • Treiman, R., Schmidt, J., Decker, K., Robins, S., Levine, S.C. & Emir, O.E. (2015). Parents' talk about letter with their young children. Child Development, 86(5), 1406-1418. PDF DOI
  • Demir, Ö.E., Fisher, J.A., Goldin-Meadow, S. & Levine, S.C. (2014). Narrative processing in typically developing children and children with ealry unilateral brain injury: Seeing gesture matters. Developmental Psychology, 50(3), 815-828. PDF DOI
  • Goldin-Meadow, S., Levine, S.C. & Jacobs, S.  (2014).  Gesture’s role in early arithmetic,  Chapter to appear in Edwards, L.D., Ferrara, F. & Moore-Russo, D.  Emerging Perspectives in Gesture, Embodiment, and Mathematics, Information Age Publishing.  
  • Goldin-Meadow, S., Levine, S.C., Hedges, L.V., Huttenlocher, J., Raudenbush, S.W., & Small, S.  (2014).  New evidence about language and cognitive development based on a longitudinal study:  Hypothesis for intervention.  American Psychologist.
  • Colletta, J.M., Guidetti, M., Kunene, R., Capirci, O., Cristilli, C., Demir, Ö. E., & Levine, S. C. (2014).  Effects of age and language on co-speech gesture production:  An investigation of French, American and Italian chidlren’s narratives.  Journal of Child Language. PDF DOI
  • Quinto-Pozos, D., Singleton, J., Hauser, P., & Levine, S. (2014). A case-study approach to investigating developmental signed language disorders. In D. Quinto-Pozos (Ed.), Multilingual Aspects of Signed Language Communication and Disorder.  Bristol, England:  Multilingual Matters, LTD. 
  • Quinto-Pozos, D., Singleton, J.L., Hauser, P., Levine, S.C., Garveroglio, C.L. & Hou, L. (2013). Atypical signed language development: A case study of challenges with visual-spatial processing. Cognitive Neuropsychology, 30(5), 332-359. DOI
  • Shneidman, L., Arroyo, M.E., Levine, S.C. & Goldin-Meadow, S. (2013). What counts as effective input for word learning?  Journal of Child Language. 40, 672-686. PDF  DOI
  • Gamez, P.B. & Levine, S.C. (2013).  Oral language skills of Spanish-speaking English language learners.  Applied Psycholinguistics, 34(4), 673. PDF  DOI
  • Gunderson, E.A., Ramrez, G., Beilock, S.L. & Levine, S.C. (2013).  Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning.  Mind, Brain, & Education. PDF  DOI
  • Gunderson, E.A., Gripshover, S., Romero, C., Goldin-Meadow, S., Dweck, C.S. & Levine, S.C. (2013). Parents’ praise to 1- to 3-year-olds predicts children’s incremental theories 5 years later.  Child Development. PDF  DOI
  • Ramirez, G., Gunderson, E.A., Levine, S.C. & Beilock, S.L. (2013).  Math anxiety, working memory and math achievement in early elementary school.  Journal of Cognition and Development, 14 (2), 187-2002. PDF  DOI
  • Ozcaliskan, S., Levine, S.C., & Goldin-Meadow, S.  (2013). Gesturing with an injured brain:  How gesture helps children with early brain injury learn linguistic constructions.  Journal of Child Language, 40, 69-105. PDF  DOI
  • Ramirez, G., Gunderson, E.A., Levine, S.C, & Beilock, S.L. (2012). Spatial anxiety relates to spatial ability as a function of working memory in children.  Quarterly Journal of Experimental Psychology. PDF  DOI
  • Levine, S.C., Ratliff, K., Cannon, J. & Huttenlocher, J.  (2012). Early puzzle play:  A predictor of preschoolers’ spatial transformation skill.  Developmental Psychology. 48, 530-42. PDF  DOI
  • Sauter, M., Uttal, D.H., Alman, A., Goldin-Meadow, S.  & Levine, S.C. (2012).  Learning what children know about space by looking at their hands:  The added value of gesture in spatial communication.  Journal of Experimental Child Psychology, 111, 587-606. PDF  DOI
  • Goldin-Meadow, S., Levine, S.C., Zinchenko, E., Yip, T.K. & Factor, L. (2012). Doing gesture promotes learning a mental rotation task better than seeing gesture.  Developmental Science, 15,  876-884. PDF  DOI
  • Gunderson, E.A., Ramirez, G., Beilock, S.L., & Levine, S.C. (2012). The relation between spatial skill and early number knowledge:  The role of the linear number line.  Developmental Psychology, 48, 1229-1241. PDF  DOI
  • Gunderson, E.A., Ramirez, G., Levine, S.C. and Beilock, S.L. (2012).  New Directions for research on the role of parents and teachers in the development of gender-related math attitudes:  Response to commentaries.  Sex Roles, 66(3), 191-196. PDF  DOI
  • Gunderson, E.A., Ramirez, G., Levine, S.C., & Beilock, S.L. (2012).  The role of parents and teachers in the development of gender-related math attitudes.  Sex Roles, 66(3), 153-166. PDF  DOI
  • Boyer, T. & Levine, S.C. (2012). Child proportional scaling:  Is 1/3 = 2/6 = 3/9 = 4/12?  (2012). Journal of Experimental Child Psychology. 111, 516-533. PDF DOI
  • Pruden, S.M., Levine, S.C., Huttenlocher, J. (2011). Children’s spatial thinking:  Does talk about the spatial world matter?  Developmental Science, 14(6), 1417-1430. PDF DOI
  • Gunderson, E.A. & Levine, S.C. (2011). Some types of parent number talk count more than others:  Relation between parents’ input and children’s number knowledge.  Developmental Science, 14(5), 1021-1032. PDF DOI
  • Demir, O.E., Applebaum, L. Levine, S.C., Pettty, C., & Goldin-Meadow, S.  (2011). The story behind parent-child book-reading interactions:  Relations to later language and reading outcomes. Boston University Child Language Conference. PDF DOI
  • Huttenlocher, J., Levine, S.C. & Ratliff, K. (2011). The development of measurement:  From holistic perceptual comparison to unit understanding. Developmental Science Goes to School:  Implications for Education and Public Policy Research, Nancy L. Stein & Stephen Raudenbush, Eds., New York: Taylor and Francis. (book chapter)
  • Levine, S.C., Gunderson, E.A. & Huttenlocher, J. (2011).  Mathematical development during the preschool years in context:  Home and school input variations. Developmental Science Goes to School:  Implications for Education and Public Policy Research, Nancy L. Stein & Stephen Raudenbush, Eds., New York: Taylor and Francis. (book chapter)