Publications

Stiles, J., Reilly, J.S., Levine, S.C., Trauner, D., & Nass, R.D. (2012). Neural Plasticity and Cognitive Development: Insights from Children with Perinatal Brain Injury: Oxford University Press.

Mix, K.S., Huttenlocher J., & Levine, S.C. (2002).  Quantitative Development in Infancy and Early Childhood: Oxford University Press.

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, 246, 106003.

Kwon, M.-K., Congdon, E., Ping, R., & Levine, S. C. (2024). Overturning children’s misconceptions about ruler measurement: The power of disconfirming evidence. Journal of Intelligence, 12(7), 62.

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, 246, 106003.

Kwon, M.-K., Congdon, E., Ping, R., & Levine, S. C. (2024). Overturning children’s misconceptions about ruler measurement: The power of disconfirming evidence. Journal of Intelligence, 12(7), 62.

Carrazza, C., & Levine, S. C. (2024). Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books. Developmental Psychology, 61(3), 446–460.

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(3), 30.

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. (2022). 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., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023). Parental intrusive homework support and math achievement: Does the child’s mindset matter? Developmental Psychology, 59(7), 1249–1267.

Gibson, D. J., Berkowitz, T., Butts, J., Goldin‐Meadow, S., & Levine, S. C. (2022). Young children interpret number gestures differently than nonsymbolic sets. Developmental Science, 26(3).

Eason, S. H., Hurst, M. A., Kerr, K., Claessens, A., & Levine, S. C. (2022). Enhancing parent and child shape talk during puzzle play. Cognitive Development, 64 ,101250.

Hurst, M. A., Greene, A., Eason, S. H., Claessens, A., & Levine, S. C. (2022). Children’s understanding of relational language for quantity comparisons. Cognitive Development, 63, 101214.

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

Dearing, E., Casey, B., Davis-Kean, P. E., Eason, S., Gunderson, E., Levine, S. C., Laski, E. V., Libertus, M., Lu, L., Lombardi, C. M., Nelson, A., Ramani, G., & Susperreguy, M. I. (2022). Socioeconomic variations in the frequency of parent number talk: A meta-analysis. Education Sciences, 12(5), 312.

Hurst, M. A., & Levine, S. C. (2022). Children’s understanding of most is dependent on context. Cognition, 225, 105149.

Hurst, M. A., Butts, J. R., & Levine, S. C. (2022). Connecting symbolic fractions to their underlying proportions using iterative partitioning. Developmental Psychology, 58(9), 1702–1715.

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.

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.

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.

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.

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).

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.

Levine S.C. & Pantoja, N. (2021). Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches. Developmental Review, 62, 100997.

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.

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.

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.

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.

Gibson, D., Gunderson, E., & Levine, S.C. (2020). Causal effects of parent number talk on preschoolers’ number knowledge. Child Development, 91(6), 1162-1177.

Herts, J.B. & Levine, S. C. (2020). Gender and math development. Oxford Research Encyclopedia of Education.

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.

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.

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.

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.

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.

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.

Levine, S. C., Gibson, D. J., & Berkowitz, T. (2019). Mathematical development in the early home environment. Cognitive Foundations for Improving Mathematical Learning, 107–142.

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.

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, 4(3), 526–553.

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.

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.

Schaeffer, M. W., Rozek, C. S., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2018). Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention. Journal of Experimental Psychology: General, 147(12), 1782–1790.

Gibson, D., Gunderson, E.A., Spaepen, E., Levine, S.C. & Goldin-Meadow, S. (2019). Number gestures predict learning of number words. Developmental Science.

Herts, J. B., Beilock, S. L., & Levine, S. C. (2019). The role of parents’ and teachers’ math anxiety in children’s math learning and attitudes. In I. C. Mammarella, S. Caviola, & A. Dowker (Eds.), Mathematics anxiety: What is known and what is still to be understood (pp. 190–210). Routledge/Taylor & Francis Group.

Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2018). Reading anxiety: An early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15–34.

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.

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.

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.

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.

Berkowitz, T., Schaeffer, M.W., Rozek, C.S., Beilock, S.L., & Levine, S.C.  (2017). The parent-connection. The Psychologist, September, 2017.

Glenn, D. E., Demir-Lira, Ö. E., Gibson, D. J., Congdon, E. L., & Levine, S. C. (2018). Resilience in mathematics after early brain injury: The roles of parental input and early plasticity. Developmental Cognitive Neuroscience, 30, 304–313.

Pruden, S. M., & Levine, S. C. (2017). Parents’ spatial language mediates a sex difference in preschoolers’ spatial-language use. Psychological Science, 28(11), 1583–1596.

Mix, K. S., Newcombe, N. S., & Levine, S. C. (2017). Commentary on leibovich et al.: What next? Behavioral and Brain Sciences, 40.

Eason, S.H. & Levine, S.C. (2017). Math learning begins at home. Zero to Three, 37(5), 35-44.

Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The math anxiety-performance link. Current Directions in Psychological Science, 26(1), 52–58.

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).

Levine, S. C., & Baillargeon, R. (2016). Different faces of language in numerical development. Core Knowledge and Conceptual Change, 127–150.

Mix, K. S., Levine, S. C., & Newcombe, N. S. (2016). Development of quantitative thinking across correlated dimensions. Continuous Issues in Numerical Cognition, 1–33.

Levine, S. C., Foley, A., Lourenco, S., Ehrlich, S., & Ratliff, K. (2016). Sex differences in spatial cognition: Advancing the conversation. WIREs Cognitive Science, 7(2), 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(6278), 1161–1161.

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.

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.

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.

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.

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.

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.

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.

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.

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, 1-9.

Boyer, T.W. & Levine, S. C. (2015). Prompting children to reason proportionally: Processing discrete units and continous amounts. Developmental Psychology, 51(5), 615-620.

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.

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.

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.

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.

Levine, S.C., Beharelle Raja, A., Demir, O.E. & Small, S. (2015). Perinatal focal brain injury: Scope and limits of plasticity for language functions. In G.S. Hickok & S.L. Small (Eds.), Neurobiology of Language. 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. Journal of Child Language, 43(2), 366-406.

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.

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.

Goldin-Meadow, S., Levine, S.C. & Jacobs, S. (2014). Gesture’s role in learning arithmetic. In L.D. Edwards, F. Ferrara, & D. Moore-Russo, Emerging Perspectives in Gesture, Embodiment, and Mathematics (pp. 50-64). 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, 69(6), 588-99.

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 children’s narratives. Journal of Child Language, 42(1), 122-45.

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.

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.

Gamez, P.B. & Levine, S.C. (2013). Oral language skills of Spanish-speaking English language learners. Applied Psycholinguistics, 34(4), 673.

Gunderson, E.A., Ramrez, G., Beilock, S.L. & Levine, S.C. (2013). Teachers’ spatial anxiety relates to 1st- and 2nd-graders’ spatial learning. Mind, Brain, & Education, 3(7), 196-199.

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, 84(5):1526-41.

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.

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.

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, 65(3), 474-87.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Huttenlocher, J., Levine, S.C. & Ratliff, K. (2011). The development of measurement: From holistic perceptual comparison to unit understanding. In N.L. Stein and S. Raudenbush (Eds.), Developmental Science Goes to School: Implications for Education and Public Policy Research. Taylor and Francis.

Levine, S.C., Gunderson, E.A. & Huttenlocher, J. (2011). Mathematical development during the preschool years in context: Home and school input variations. In N.L. Stein and S. Raudenbush (Eds.), Developmental Science Goes to School:  Implications for Education and Public Policy Research. Taylor and Francis.

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.

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.

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.

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.

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.

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.

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.

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, & 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.

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.

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.

Boyer, T., Levine, S.C. & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44, 1478-1490.

Reilly, J. Levine, S., Nass, R. and Stiles, J. (2008). Brain Plasticity: Evidence from children with prenatal brain injury. In Reed, J & J Warner (Eds.), Child Neuropsychology. Oxford: Blackwell Publishing.

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.

Ehrlich, S., Levine, S.C., & Goldin-Meadow, S. (2006). The importance of gesture in children’s spatial reasoning. Developmental Psychology, 42, 1259-1268.

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.

Levine, S.C., Kraus, R., Alexander, E., Suriyakhan, L., & Huttenlocher, P. (2005). IQ decline following early unilateral brain injury: A longitudinal study. Brain and Cognition, 59, 114-123.

Levine, S.C., Vasilyeva, M., Lourenco, S., Newcombe, N. & Huttenlocher, J. (2005). Socioeconomic status modifies the sex difference in spatial skill. Psychological Science, 16 , 841-845.

Duffy, S., Huttenlocher, J., & Levine, S. (2005). It is all relative: How young children encode extent. Journal of Cognition and Development, 6, 51-63.

Duffy, S. Huttenlocher, J., & Levine, S.C. (2005). How infants encode spatial extent. Infancy, 8, 81-90.

Levine, S.C., Regier, T. & Solomon, T. (2002). Did residual normality ever have a chance? Brain and Behavioral Sciences, 25, 759-760.

Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S.C. (2002). Language input and child syntax. Cognitive Psychology, 45 , 337-374.

Huttenlocher, J., Duffy, S., & Levine, S.C. (2002). Infants and toddlers discriminate amount: Are they measuring? Psychological Science, 13, 244-249.

Chang, P., Levine, S.C. and Benson, P. (2002). Children’s recognition of caricatures. Developmental Psychology, 38, 1038-1051.

Mix, K., Huttenlocher, J., & Levine, S.C. (2002). Multiple Cues for Quantification in infancy: Is number one of them? Psychological Bulletin, 128, 278-294.

Gao, F., Levine, S.C., & Huttenlocher, J. (2000). What do infants know about continuous quantity? Journal of Experimental Child Psychology, 77, 20-29.

Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35, 940-949.

Mix, K.S., Levine, S.C. & Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174.

Huttenlocher, J., Levine, S.C. & Vevea, J. (1998). Environmental effects on cognitive growth: Input from school. Child Development, 69, 1012-1029.

Mix, K., Levine, S.C., & Huttenlocher, J. (1997). Numerical abstraction in infants: Another look. Developmental Psychology, 33, 423-428.

Compton, R. & Levine, S.C. (1997). Menstrual cycle phase and mood effects on perceptual asymmetry. Brain and Cognition, 35, 168-183.

Mix, K., Huttenlocher, J. & Levine, S.C. (1996). Do preschool children recognize auditory-visual numerical correspondences? Child Development, 67, 1592-1608.

Jordan, N., Levine, S.C., & Huttenlocher, J. (1995). Calculation abilities in young children with different patterns of cognitive functioning. Journal of Learning Disabilities, 28(1), 53-64.

Levine, S.C. (1995). Individual Difference in Characteristic Arousal Asymmetry: Implications for Cognitive Functioning. In F.L. Kitterle, (Ed.), Hemispheric Communication: Mechanisms and Models. New Jersey: Lawrence Erlbaum Associates.

Jordan, N. C., Huttenlocher, J., & Levine, S. C. (1994). Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children. Learning and Individual Differences, 6(4), 413-432.

Huttenlocher, J., Jordan, N. & Levine, S.C. (1994). A mental model for early arithmetic. Journal of Experimental Psychology: General, 123, 284-296.

Kim, H. & Levine, S.C. (1994). Variance differences in asymmetry scores on bilateral vs. unilateral laterality tasks. Cognitive Neuropsychology, 11, 479-498.

Jordan, N.C., Levine, S.C. & Huttenlocher, J. (1994). Development of calculation abilities in middle- and low-income children after formal instruction in school. Journal of Applied Developmental Psychology, 15, 223-240.

Jordan, N.C., Levine, S.C. & Huttenlocher, J. (1994). Differential calculation abilities in young children with special needs:  Linking research with assessment and instruction. In N.C. Jordan & J. Goldsmith-Phillips (Eds.), Learning disabilities: New directions for assessment and intervention. Boston: Allyn & Bacon.

Levine, S.C. (1993). Effects of early unilateral lesions: Changes over the course of development. In G. Turkewitz and D. Devenny (Eds.), Developmental Time and Timing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Jordan, N.C., Huttenlocher, J. & Levine, S.C. (1992). Differential calculation abilities in young children from middle- and low-income families. Developmental Psychology, 28, 644-653.

Kim, H. & Levine, S.C. (1992). Variations in characteristic perceptual asymmetry: Modality specific and modality general components. Brain and Cognition, 19, 21-47.

Levine, S.C., Jordan, N.C. & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental Child Psychology, 53, 72-93.

Kim, H. & Levine, S.C. (1991). Sources of between-subjects variability in asymmetry scores: A meta-analytic review. Neuropsychologia, 29, 877-888.

Kim, H. & Levine, S.C. (1991). Inferring patterns of hemispheric specialization for individual subjects from laterality data:  A two-task criterion. Neuropsychologia, 29, 93-105.

Huttenlocher, J. & Levine, S.C. (1990). Primary Test of Cognitive Skills. MacMillan/MacGraw-Hill.

Kim, H., Levine, S.C. & Kertesz, S. (1990). Are variations among subjects in lateral asymmetry real individual differences or random error in measurements? Putting variability in its place. Brain and Cognition, 14, 230-242.

Huttenlocher, P., Levine, S.C., Huttenlocher, J. & Gates, J. (1990). Discrimination of normal and at-risk children on the basis of neurological tests. Developmental Medicine and Child Neurology, 332, 394-402.

Banich, M.T., Levine, S.C., Kim, H., & Huttenlocher, P. (1990). The effects of developmental factors on IQ in hemiplegic children. Neuropsychologia, 28, 35-48.

Levine, S.C. (1989). The question of faces: Special is in the brain of the beholder. In Hayden Ellis and Andrew Young (Eds.), Handbook of Research on Face Processing. Amsterdam: North Holland Publishing Company.

Levine, S.C., Banich, M.T., & Koch-Weser, M. (1988). Face recognition: A general or specific right hemisphere capacity? Brain and Cognition, 8, 303-325.

Tonsgard, J., Hardwicke, N. & Levine, S.C. (1987). The Kluver-Bucy syndrome in children. Pediatric Neurology, 3, 162-165.

Levine, S.C., Huttenlocher, P., Banich, M.T., & Duda E. (1987). Factors affecting cognitive functioning in hemiplegic children. Developmental Medicine and Child Neurology, 27 , 27-35. PDF DOI Reprinted in: Annual Progress in Child Psychiatry and Child Development (1988). S. Chess, A. Thomas and M.E. Hertzig, (Eds.), 540-558, Philadelphia: Brunner/Mazel.

Levine, S.C., Banich, M.T. & Kim, H. (1987). Variations in arousal asymmetry: Implications for face processing. In David Ottoson (Ed.), Duality and unity of the brain. Wenner-Gren Center International Symposium Series, 207-222.

Levine, S.C., & Levy, J. (1986). Perceptual asymmetry for chimeric faces across the lifespan. Brain and Cognition, 5 , 291-306.

Levine, S.C. (1985). Developmental change in right hemisphere involvement in face recognition. In Catherine Best (Ed.), Developmental Neuropsychology and Education: Hemispheric Function and Collaboration. New York: Academic Press.

Pedelty, L., Levine, S.C., & Shevell, S. (1985). Developmental changes in face processing: Results from multidimensional scaling. Journal of Experimental Child Psychology, 39, 421-436.

Levine, S.C., Banich M.T., & Koch-Weser, M. (1984). Variations in patterns of lateral asymmetry among dextrals. Brain and Cognition, 3 , 317-334.

Levine, S.C. (1983). Hemispheric specialization and functional plasticity during development. Journal of Children in Contemporary Society, 16 , 77-98. Reprinted in: A Child’s Brain, Mary Frank (Ed.), New York: The Haworth Press.

Levine, S.C., & Banich, M. (1982). Lateral asymmetries in the naming of words and corresponding line drawings. Brain and Language, 17, 34-45.

Levine, S.C., & Carey, S. (1982). Up front: The acquisition of a concept and a word. Journal of Child Language, 9, 645-657. (Also appeared in Paper and Reports on Child Language Development, No. 15, August 1978.)

Levine, S.C., & Koch-Weser, M. (1982). Right hemisphere superiority in the recognition of famous faces. Brain and Cognition, 1, 10-22.

Leehey (Levine), S.C., & Cahn, A. (1979). Lateral asymmetries in the recognition of words, familiar faces, and unfamiliar faces. Neuropsychologia, 17, 619-635.

Leehey (Levine), S.C., Carey, S., Diamond, R., & Cahn, A. (1978). Upright and inverted faces: The right hemisphere knows the difference. Cortex, 14, 411-419.

Leehey (Levine), S.C., Moscowitz-Cook, A., Brill, S., & Held, R. (1975). Orientational anisotropy in infant vision. Science, 190, 900-902.