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Psychology

D-Index
74
Citations
24584
World Ranking
1856
National Ranking
1093

Overview

Susan C. Levine is affiliated with the University of Chicago in the United States. Their research spans multiple areas within social sciences, psychology, and mathematics, with a particular focus on education and developmental processes.

Levine's main fields of study include:

  • Psychology
  • Social Sciences
  • Mathematics

Within these broad fields, their work extensively covers subfields such as:

  • Education
  • Developmental and Educational Psychology
  • Statistics and Probability
  • Experimental and Cognitive Psychology
  • Cognitive Neuroscience

The primary topics of Levine's research are centered on:

  • Cognitive and developmental aspects of mathematical skills
  • Mathematics Education and Teaching Techniques
  • Reading and Literacy Development
  • Child and Animal Learning Development
  • Education, Achievement, and Giftedness
  • Early Childhood Education and Development
  • Parental Involvement in Education

Frequent co-authors in Levine's research include:

  • Susan Goldin-Meadow
  • Michelle Hurst
  • Sian L. Beilock
  • Sarah H. Eason
  • Talia Berkowitz

Levine has published in several notable academic venues with repeated contributions to:

  • Developmental Psychology
  • Developmental Science
  • Cognition
  • Journal of Cognition and Development
  • Journal of Intelligence

Representative recent papers by Levine include:

  • "Development of children's math attitudes: Gender differences, key socializers, and intervention approaches" (2021) in Developmental Review
  • "Causal Effects of Parent Number Talk on Preschoolers' Number Knowledge" (2020) in Child Development
  • "Elementary school teachers' math anxiety and students' math learning: A large-scale replication" (2020) in Developmental Science
  • "Effects of spatial training on mathematics in first and sixth grade children." (2020) in Journal of Educational Psychology
  • "Widening the lens of family math engagement: A conceptual framework and systematic review" (2022) in Developmental Review

Best Publications

  • Female teachers’ math anxiety affects girls’ math achievement

    Sian L. Beilock;Elizabeth A. Gunderson;Gerardo Ramirez;Susan C. Levine

  • Language input and child syntax

    Janellen Huttenlocher;Marina Vasilyeva;Elina Cymerman;Susan Levine

  • The role of parents and teachers in the development of gender-related math attitudes.

    Elizabeth A. Gunderson;Gerardo Ramirez;Susan C. Levine;Sian L. Beilock

  • Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

    Gerardo Ramirez;Elizabeth A. Gunderson;Susan C. Levine;Sian L. Beilock

  • Preschool children's mathematical knowledge: The effect of teacher "math talk.".

    Raquel S. Klibanoff;Susan C. Levine;Janellen Huttenlocher;Marina Vasilyeva

  • Early sex differences in spatial skill.

    Susan C. Levine;Janellen Huttenlocher;Amy Taylor;Adela Langrock

  • What Counts in the Development of Young Children's Number Knowledge?

    Susan C. Levine;Linda Whealton Suriyakham;Meredith Lee Rowe;Janellen Huttenlocher

  • The Relation Between Spatial Skill and Early Number Knowledge: The Role of the Linear Number Line

    Elizabeth A. Gunderson;Gerardo Ramirez;Sian L. Beilock;Susan C. Levine

  • Parent praise to 1- to 3-year-olds predicts children's motivational frameworks 5 years later.

    Elizabeth A. Gunderson;Sarah J. Gripshover;Carissa Romero;Carol S. Dweck

  • Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety

    Erin A. Maloney;Gerardo Ramirez;Elizabeth A. Gunderson;Susan C. Levine

  • Children's spatial thinking: does talk about the spatial world matter?

    Shannon M. Pruden;Susan C. Levine;Janellen Huttenlocher

  • On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

    Gerardo Ramirez;Hyesang Chang;Erin A. Maloney;Susan C. Levine

  • Socioeconomic variation, number competence, and mathematics learning difficulties in young children.

    Nancy C. Jordan;Susan C. Levine

  • Early Puzzle Play: A predictor of preschoolers’ spatial transformation skill

    Susan C. Levine;Kristin R. Ratliff;Janellen Huttenlocher;Joanna Cannon

  • Multiple cues for quantification in infancy: is number one of them?

    Kelly S. Mix;Janellen Huttenlocher;Susan C. Levine

  • Socioeconomic Status Modifies the Sex Difference in Spatial Skill

    Susan C. Levine;Marina Vasilyeva;Stella F. Lourenco;Nora S. Newcombe

  • Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge

    Elizabeth A. Gunderson;Susan C. Levine

  • The Math Anxiety-Performance Link: A Global Phenomenon

    Alana E. Foley;Julianne B. Herts;Francesca Borgonovi;Sonia Guerriero

  • Math at home adds up to achievement in school

    Talia Berkowitz;Marjorie W. Schaeffer;Erin A. Maloney;Lori Peterson

  • Quantitative Development in Infancy and Early Childhood

    Kelly S. Mix;Janellen Huttenlocher;Susan Cohen Levine

  • A mental model for early arithmetic

    Janellen Huttenlocher;Nancy C. Jordan;Susan Cohen Levine

Frequent Co-Authors

Susan Goldin-Meadow
Susan Goldin-Meadow University of Chicago
Janellen Huttenlocher
Janellen Huttenlocher University of Chicago
Kelly S. Mix
Kelly S. Mix University of Maryland, College Park
Sian L. Beilock
Sian L. Beilock Barnard College
Doris A. Trauner
Doris A. Trauner University of California, San Diego
Judy Reilly
Judy Reilly San Diego State University
Marie T. Banich
Marie T. Banich University of Colorado Boulder
Dedre Gentner
Dedre Gentner Northwestern University
Nancy C. Jordan
Nancy C. Jordan University of Delaware
Nora S. Newcombe
Nora S. Newcombe Temple University

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