2020-Present

  • Grenell, A., Butts, J.R., Levine, S.C. & Fyfe, E.R. (2024). Children’s confidence on mathematical equivalence and fraction problems. Journal of Experimental Child Psychology

  • Kwon, M-K., Ping, R., Congdon, E. & Levine, S.C. (2024). Overturning children’s misconceptions about ruler measurement:  The power of disconfirming evidence. Journal of Intelligence.

  • Carrazza C, Levine SC. Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books. Dev Psychol. 2024 Sep 30
  • Jenifer, J. B., Jaxon, J., Levine, S. C., & Cimpian, A. (2024). “You need to be super smart to do well in math!” Young children’s field‐specific ability beliefs. Developmental Science, 27(1)
  • Fioriti, C.M., Martell, R.N., Daker, R.J., Malone, E.P., Sokolowski, H.M., Green, A.E., Levine, S.C., Maloney, E.A., Ramirez, G. & Lyons, I.M. (2024). Examining the interplay between the cognitive and emotional aspects of gender differences in spatial processing.  Journal of Intelligence, 12 12
  • Congdon, E.L. & Levine, S.C. (2023). Unlocking the power of gesture:  Using movement-based instruction to improve first-grade children’s spatial unit misconceptions. Journal of Intelligence, 11(10), 200

  • Jenifer, J.B., Levine, S.C., & Beilock, S.L. (2023). Studying while anxious: Mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus. ZDM-Mathematics Education, 55(2), 359-369.

  • Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E. Duckworth, A., Beilock, S.L., Levine, S. C., (2023). Parent intrusive homework support and children’s math achievement: Relation to children’s motivational frameworks. Developmental Psychology, 59(7), 1249–1267.
  • Gibson DJ, Berkowitz T, Butts J, Goldin-Meadow S, Levine SC. (2023). Young children interpret number gestures differently than nonsymbolic sets. Developmental Science, 26(3):e13335
  • Eason, S.H., Hurst, M.A., Kerr, K., Claessons, A. & Levine, S.C. (2022). Enhancing parent and child shape talk during puzzle play. Cognitive Development, 64, 101250. 10.1016/j.cogdev.2022.101250

  • Hurst, M., Eason, S., Greene, A., Claessens, A. & Levine, S.C. (2022).  Children’s understanding of relational language for quantity comparisons. Cognitive Development. https://doi.org/10.1016/j.cogdev.2022.101214

  • Eason, S., Ramani, G., Berkowitz, T., Scalise, N. & Levine, S.C. (2022). Widening the lens of family math engagement: A systematic review and conceptual framework. Developmental Review, 66, 101046.

  • Dearing, E., Casey, B., Davis-Kean, P., Eason, S., Gunderson, E., Levine, S.C., Laski, E.V., Libertus, M., Lombardi, C., Lu, L, Nelson, A., Ramani, G., Suppereguy, M.I. (2022). Socioeconomic variations in the frequency of parent number talk:  A meta-analysis. Educational Sciences.

  • Hurst, M. & Levine, S.C. (2022). Children’s understanding of most is dependent on context. Cognition, 225, 105149. https://doi.org/10.1016/j.cognition.2022.105149

  • Hurst, M., Butts, J. & Levine, S.C. (2022). Connecting symbolic fractions to continuous proportion using a fraction card game. Developmental Psychology

  • He, S., Graf, E., Webber, R.J., Leffel, K.R., Suskind, E., Levine, S., & Suskind, D. (2022). Assessing efficacy and benefit of a behavioral math talk intervention for caregivers of young children. Child and Youth Care Forum, 1-19. DOI PDF
  • Jenifer, J. B., Rozek, C. S., Levine, S. C., & Beilock, S. L. (2022). Effort(Less) Exam Preparation: Math Anxiety Predicts the Avoidance of Effortful Study Strategies. Journal of Experimental Psychology: General. Advance online publication. DOI PDF
  • Johnson, T., Burgoyne, A.P, Mix, K.S., Johnson, T., Burgoyne, A., Young, C., & Levine, S.C. (2022).  Spatial and mathematics skills:  Similarities and differences related to age, SES, and gender.  Cognition, 218. DOI PDF
  • Berkowitz, T., Gibson, D.J. & Levine, S.C. (2021). Parent math anxiety predicts early number talk.  Journal of Cognition and Development, 22(4), 523-536. DOI PDF
  • Eason, S., Nelson, A. Dearing, E. & Levine, S.C. (2021).  Facilitating young children’s numeracy talk in play:  The role of parent questions.  Journal of Experimental Child Psychology, 207(8) DOI PDF
  • Frausel, R., Richland, L., Levine, S.C. & Goldin-Meadow, S. (2021). Personal narrative as a “breeding ground” for higher-order thinking talk in early parent-child interactions. Developmental Psychology, 57(4), 519-534. DOI PDF
  • Levine S.C. & Pantoja, N. (2021). Development of children’s math attitudes:  Gender differences, key socializers, and intervention approaches.  Developmental Review, 62, 100997 DOI PDF
  • Frausel, R. R., Vollman, E., Muzard, A., Richland, L. E., Goldin‐Meadow, S., & Levine, S. C. (2021). Developmental Trajectories of Early Higher‐Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries. Mind, Brain, and Education. DOI PDF
  • Burgoyne, A.P, Johnson, T., Mix, K.S., Levine, S.C. & Young, C. (2021). Individual differences in spatial and mathematics skills: Implications for educational and clinical psychology. Clinical Psychology, 7(6), 110 DOI PDF
  • Asaridou, S.S., Demir-Lira, O.E., Goldin-Meadow, S., Levine, S.C. & Small, S.L. (2020). Language development and brain reorganization in child born without the left hemisphere. Cortex, 127, 290-312. DOI PDF
  • Frausel, R.R., Silvey, C., Freeman, C., Dowling, N., Raudenbush, S., Richland, L., Levine, S.C. & Goldin-Meadow, S. (2020). The origins of higher-order thinking lie in children’s spontaneous talk during the preschool years.  Cognition, 200, 104274 DOI PDF
  • Gibson, D., Gunderson, E., & Levine, S.C. (2020). Causal effects of parent number talk on preschoolers’ number knowledge. Child Development, 91(6), 1162-1177. DOI PDF
  • Herts, J.B. & Levine, S. C. (2020). Gender and math development. Oxford Research Encyclopedia of Education. DOI
  • Hurst, M.A., Shaw, A., Chernyak, N., & Levine, S.C. (2020). Giving a larger amount or a larger proportion:  Stimulus format impacts children’s social evaluations. Developmental Psychology, 56(12), 2212-2222. DOI PDF
  • Mix, K.S., Stockton, D., Cheng, Y.-L., & Levine, S.C. (2020).  Effects of spatial training on mathematics in first and sixth grade children. Journal of Educational Psychology, 113(2), 304-314. DOI PDF
  • Pantoja, N., Schaeffer, M.W., Rozek, C.S., Beilock S.L. & Levine, S.C. (2020). Children’s math anxiety predicts their math achievement over and above a key foundational skill. Journal of Cognition and Development, 21(5), 709-728. DOI PDF
  • Raudenbush, S.W., Hernandez, M., Goldin-Meadow, S., Carrazza, C., Foley, A., Leslie, D., Sorkin, J.E., & Levine, S.C. (2020). Longitudinally adaptive assessment and instruction increase numerical skills of preschool children. PNAS, 117(45), 27945-27953. DOI PDF
  • Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Berkowitz, T., Levine, S.C. & Beilock, S.L. (2020). Elementary school teachers’ math anxiety and students’ math learning:  A large scale replication. Developmental Science. DOI PDF