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. DOIPDF
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. DOIPDF
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. DOIPDF
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. DOIPDF
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)DOIPDF
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. DOIPDF
Levine S.C. & Pantoja, N. (2021). Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review, 62, 100997 DOIPDF
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. DOIPDF
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 DOIPDF
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. DOIPDF
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 DOIPDF
Gibson, D., Gunderson, E., & Levine, S.C. (2020). Causal effects of parent number talk on preschoolers’ number knowledge. Child Development, 91(6), 1162-1177. DOIPDF
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. DOIPDF
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. DOIPDF
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. DOIPDF
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. DOIPDF
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. DOIPDF
