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.PDFDOI
Möhring, W., Newcombe, N.S., Levine, S.C., & Frick, A., (2015). Spatial proportional reasoning is associated with formal knowledge about fractions. Journal of Cognition and Development, 17(1), 67-84. 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.PDFDOI
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. PDFDOI
Newcombe, N.S., Levine, S.C & Mix, K. (2015). Thinking about quantity: 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.PDFDOI
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. PDFDOI
Boyer, T.W. & Levine, S. C. (2015). Prompting children to reason proportionally: Processing discrete units and continous amounts. Developmental Psychology, 51(5), 615-620.PDFDOI
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.PDFDOI
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.PDFDOI
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.PDFDOI
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.PDFDOI
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.PDFDOI
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.PDFDOI
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.PDF
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. PDFDOI
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. PDFDOI
Gamez, P.B. & Levine, S.C. (2013). Oral language skills of Spanish-speaking English language learners. Applied Psycholinguistics, 34(4), 673. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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. PDFDOI
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)