THE UNIVERSITY OF CHICAGO
Susan Levine is the Rebecca Anne Boylan Distinguished Service Professor of Education and Society in the Departments of Psychology and Comparative Human Development. She is the co-director of the Center for Early Childhood Research, as well as serving as faculty director of the UChicago Science of Learning Center. Professor Levine’s research focuses on the early development of mathematical thinking processes in children and how variations in home and school input relate to children’s learning in this domain. Professor Levine also studies the effects of early parent-child language interactions on the cognitive development of children who have incurred a pre- or perinatal brain injury. Professor Levine has also conducted research on the relation of teacher, parent, and child math attitudes to children’s math achievement. She is a member of the American Academy of Arts and Sciences. She is also the recipient of the Ann L. Brown Award for Excellence in Developmental Research, and her research has received funding from the National Institutes of Health, the National Science Foundation, the Heising Simons Foundation, and the Overbeck Foundation, among other sources.
Recent Research / Recent Publications
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 midadolescence. Child Development
Levine, S.C., Goldin-Meadow, S., Carlston, M.T., & Hemani-Lopez, N. (2018). Mental transformation skill in young children: Action and gesture training promote learning over different time frames. Cognitive Science. 42(4), 1207-1228.
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.
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.
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.
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.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S.C. (2002) Language input at home and at school: Relation to syntax. Cognitive Psychology, 45, 337-374.
Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999) Early sex differences in spatial ability. Developmental Psychology, 35, 940-949.