2011-2015

  • 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. PDF DOI
  • 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. PDF DOI 
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI 
  • 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. PDF DOI
  • 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. PDF DOI
  • Boyer, T.W. & Levine, S. C. (2015). Prompting children to reason proportionally: Processing discrete units and continous amounts. Developmental Psychology, 51(5), 615-620. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF  DOI 
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF
  • 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. PDF DOI
  • 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 chidlren’s narratives. Journal of Child Language, 42(1), 122-45. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • Gamez, P.B. & Levine, S.C. (2013). Oral language skills of Spanish-speaking English language learners. Applied Psycholinguistics, 34(4), 673. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF  DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF  DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. PDF DOI
  • 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. DOI 
  • 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. DOI