Demir-Lira, O.E., Applebaum, L.R., Goldin-Meadow, S., Levine, S.C. (2019). Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Science.DOIPDF
Levine, S.C., Gibson, D., & Berkowitz, T. (2019). To appear in Cognitive Foundations for Improving Mathematical Learning, “Mathematical Development in the Early Home Environment,” (Vol. 5, Mathematical Cognition and Learning, D.C. Geary, D.B. Berch, & K, Mann Koepke, Eds., San Diego, CA: Elsevier Academic Press.)
Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C. (2018). Supporting Science, Technology, Engineering, and Mathematics (STEM) Learning By Helping Families Overcome Math Anxiety. In Promising Practices for Engaging Families in STEM Learning, pp.19-34, Information Age Publishing. PDF
Lyons, I.M., Ramirez, G., Maloney, E.A., Rendina, D.N., Levine, S.C., Beilock, S.L. (2018). Spatial Anxiety: A novel questionnaire with subscales for measuring three aspects of spatial anxiety. Journal of Numerical Cognition. PDF
Mix, K.S., Hembrick, D.Z., Satyam, D.R., Burgoyne, A.P., & Levine, S.C. (2018). The latent structure of spatial skill: A test of the 2 x 2 typology. Cognition, 102, 268-278.DOIPDF
Spaepen, E., Gunderson, E.A., Gibson, D.G., Goldin-Meadown, S., & Levine, S.C. (2018) Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering.Cognition, 180, 59-81DOIPDF
Congdon, E., Kwon, M.-K., & Levine, S.C. (2018). Learning to measure through action and gesture: Children’s prior knowledge matters. Cognition, 102, 182-190.DOIPDF
Schaeffer, M.W., Rozek, C.S., Berkowitz, T., Levine, S.C., & Beilock, S.L. (in press) Parents’ attitudes drive long-lasting change in children’s math achievement. Journal of Experimental Psychology: General.
Gibson, D., Gunderson, E.A., Spaepen, E., Levine, S.C. & Goldin-Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science. DOI PDF
Herts, J., Beilock, S.L., & Levine, S.C. (2019). The role of parents’ and teachers’ math anxiety in children’s Math Learning and Attitudes. In A. Dowker, & I. Mammarella (Eds.), Mathematics Anxiety (pp.190-210). London: Routledge.
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M.W., Maloney, E.A., Beilock, S.L., & Levine, S.C. (in press). Reading Anxiety – An early affective impediment to children’s success in reading. Journal of Cognition and Development.
Demir, O.E., Applebaum, L., & Levine, S.C. (in press). Parents’ early book reading to children: Relation to children’s later language and literacy outcomes controlling for other parent language input. Developmental Psychology.
Gunderson, E.A., Sorhagen, N.S., Gripshover, S., Dweck, C., Goldin-Meadow, S. & Levine, S.C. (2018). Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets. Developmental Psychology, 54(3), 397-409. PDF
Levine, S. C., Goldin‐Meadow, S., Carlson, M. T., & Hemani‐Lopez, N. (2018). Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training. Cognitive Science, 1-22. 42(4), 1207-1228. DOIPDF
Uccelli, P., Demir-Lira, O.E., Rowe, M.L., Levine, S.C., & Goldin-Meadow, S. (2018). Children’s early decontextualized talk predicts academic language in mid- adolescence.Child Development. PDF
Gunderson, E. A., Park, D., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school.Journal of Cognition and Development, 19(1), 21-46. PDFDOI
Glenn, D. E., Demir-Lira, Ö. E., Gibson, D. J., Congdon, E. L., & Levine, S. C. (2017). Resilience in mathematics after early brain injury: the roles of parental input and early plasticity. Developmental cognitive neuroscience.DOI.
Pruden, S. M., & Levine, S. C. (2017). Parents’ Spatial Language Mediates a Sex Difference in Preschoolers’ Spatial Language Use. Psychological Science.DOI.
Mix, K. S., Newcombe, N. S. & Levine, S. C. (2017). Commentary on Leibovich et al.: What next?Behavioral and Brain Sciences,40, E180.
Mix, K.S., Levine, S.C., Cheng, Y.-L., Young, C.J., Hambrick, D.Z. & Konstantopoulos, S. (2017) The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model, Journal of Cognition and Development, 18 (4), 465-492. PDF
Eason, S.H. & Levine, S.C. (2017). Math learning begins at home. Zero to Three, 37(5),35-44. PDF
Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26, 52-58.DOI
Park, D., Schaeffer, M., Nolla, K., Levine, S.C. & Beilock, S.L. (2017). How do generic statements impact performance? Evidence for entity beliefs. Developmental Science, 20 (2). DOI
Levine, S.C. & Baillargeon, R. Different faces of language in quantitative development: Exact number and object individuation (2016). In A. Barron and D. Barner, Eds.,Core Knowledge and Conceptual Change, Oxford University Press.
Mix, K. S., Levine, S.C. & Newcombe, N.S. (2016). Development of quantitative thinking across correlated dimensions. In A. Henik (Ed.), Continuous issues in numerical cognition: How many or how much (pp. 3 – 35). San Diego: Academic Press.
Levine, S.C., Dulaney, A., Lourenco, S.F., Ehrlich, S., & Ratliff, K. (2016). Sex differences in spatial cognition: Advancing the conversation. WIREs Cognitive Science,127-155.
Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Maloney, E.A., Levine, S.C., & Beilock, S.L. (2016) Response to comment on “Math at home adds up to achievement in school”. Science, 351, 1161.
Gentner, D., Levine, S.C., Dhillon, S., Ping, R., Bradley, C., Isaia, A. & Honke, G. (2016) Rapid learning in a children’s museum via analogical comparison. Cognitive Science, 40, 224-240. PDFDOI
Mix, K.S., Levine, S.C., Cheng, Y-L, Young, C., Hambrick, D.Z., Ping. R., Konstantopoulos, S. (2016). The latent structure of spatial skills and mathematics across development: Highly correlated but separate domains. JEP General.145(9), 1206-1227.PDFDOI
Park, D., Gunderson, E.A., Tsukayama, E., Levine, S.C. & Beilock, S.L. (2016). Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence. Journal of Educational Psychology, 108(3), 300-313. PDFDOI
Ramirez, G., Chang, H., Maloney, E. A., Levine, S.C. & Beilock, S.L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Psychology, 141, 83-100. PDFDOI
