• Demir, E.,  Levine, S.C. , & Goldin-Meadow, S.  (2010).  Narrative skill in children with early unilateral brain injury:  A possible limit to functional plasticity, Developmental Science, 13(4), 636-647. PDF  DOI
  • Beilock, S.L., Gunderson, E.A., Ramirez, G. & Levine, S.C.  (2010).  Reply to Plante et al.:  Girls’ math achievement is related to their female teachers’ math anxiety, Proceedings of the National Academy of Sciences, 107, E80. PDF  DOI
  • Beharelle, A.R., Dick, A.S., Goulven, J., Solodkin, A., Huttenlocher, P., Levine, S.C., & Small, S.L. (2010).  Left hemisphere regions are critical for language in the face of early left focal brain injury.  Brain, 133(6), 1707-1716. PDF  DOI
  • Beilock, S.L., Gunderson, E.A., Ramirez, G. & Levine, S.C.  (2010).  Female teachers’ math anxiety impacts girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1060-1063. PDF  DOI
  • Cartmill E., Pruden, S., Levine, S.C. & Goldin-Meadow, S. (2010).  The role of parent gesture in  children’s spatial language development.  Proceedings of the Boston University Child Language Conference. URL
  • Levine, S.C., Suriyakham, L., Towe, M., Huttenlocher, J. & Gunderson, E. (2010). What counts in the development of children's number knowledge? Developmental Psychology, 46, 1309-1313. PDF DOI
  • Sauer, E., Levine, S.C., Rowe, M. & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- or perinatal brain lesions.  Child Development,  81, 528-539. PDF  DOI
  • Stiles, J., Nass, R.D., Levine, S.C., Moses, P. & Reilly, J.S. (2009)  Perinatal stroke:  Effects and outcomes.  In K.O. Yeates, M.D. Ris, H.G. Taylor, and B. Pennington  (Eds.) Pediatric Neuropsychology Research, Theory, and Practice (2nd edition).  New York:  The Guildford Press. 
  • Rowe, M. L., Levine, S.C., Fisher, J., & Goldin-Meadow, S.  (2009).  Does linguistic input play the same role in language learning for children with and without early brain injury?  Developmental Psychology, Special section on The interplay of biology and the environment broadly defined, 45, 90-102. PDF  DOI
  • Jordan, N.C. & Levine, S.C. (2009).  Socio-economic variation, number competence, and mathematics learning difficulties in young children.  Developmental Disabilities Research Reviews, 15, 60-68. PDF  DOI
  • Lourenco, S.F. & Levine, S.C. (2008).  Early numerical representations and the natural numbers:  Is there really a complete disconnect?  Brain and Behavioral Sciences, 31, 660. PDF DOI
  • Boyer, T., Levine, S.C. & Huttenlocher, J. (2008).  Development of proportional reasoning:  Where young children go wrong.  Developmental Psychology, 44, 1478-1490. PDF  DOI
  • Reilly, J. Levine, S., Nass, R. and Stiles, J. (2008).   Brain Plasticity: Evidence from children with prenatal brain injury. In Reed, J and J Warner (Eds.) Child Neuropsychology. Oxford: Blackwell Publishing. (book chapter)
  • Jeong, Y., Levine, S.C., & Huttenlocher, J. (2007) The development of proportional reasoning:  Effect of continuous vs. discrete quantities, Journal of Cognition and Development, 8, 237-256. PDF DOI
  • Ehrlich, S., Levine, S.C., & Goldin-Meadow, S.  (2006) The importance of gesture in children’s spatial reasoning.  Developmental Psychology, 42, 1259-1268. PDF  DOI
  • Klibanoff, R., Levine, S.C., & Huttenlocher, J., Vasilyeva, M. & Hedges, L. (2006)  Preschool Children’s Mathematical Knowledge:  The effect of teacher “math talk”.  Developmental Psychology, 42, 59-69. PDF  DOI