Kwon, M-K., Ping, R., Congdon, E., & Levine, S.C. (revise and resubmit). Overturning children’s misconceptions about ruler measurement: The power of disconfirming evidence.
Gunderson, E. A., Park, D., Maloney, E., Beilock, S. L., & Levine, S. C. (under review). Fixed mindsets lead to math anxiety and academic-gender stereotypes in early elementary school.
Wakefield, E.M., Foley, A., Ping, R., Villarreal, J., Goldin-Meadow, S., & Levine, S.C. (revise and resubmit). Breaking down gesture and action in mental rotation: Understanding the components of movement that promote learning.
Berkowitz, T., Levine, S.C., Kinzler, K., & Shaw, A. (under review). Children use hunger to guide their resource sharing.
Gibson, D. J., Gunderson, E. A., & Levine, S. C. (under review). Effects of general and specific number input on children’s number learning.
Beilock, S.L., Borgonovi, F., Dulaney, A.E., Herts, J., Guerriero, S. & Levine, S.C. Mathematics anxiety and STEM success.
Gripshover, S., Sorhagen, N., Gunderson, E., Dweck, C., Goldin-Meadow, S., Levine, S. Praise to toddlers predicts 4th grade Academic Achievement via children’s incremental mindsets.
Gunderson, E.A., Park, D., Maloney, E., Beilock, S.L. & Levine, S.C. Parent intrusive homework support and children’s math achievement: Relation to children’s motivational frameworks.
Levine S.C., Goldin-Meadow S., Carlson M.T., Hemani-Lopez N., Mental transformation skill in young children: Action and gesture training promote learning over different time frames.
Mix, K.S., Levine, S.C., Cheng, Y-L., Young, C., Hambrick, D.Z., Ping, R. & Konstantopoulos, S. Developmental relations among specific spatial and math abilities: A factor analytic approach.
Park, D., Gunderson E.A., Maloney, E., Beilock, S. L. & Levine, S.C. Fixed mindsets lead to math anxiety and academic-gender stereotypes in early elementary school.
