Susan C. Levine

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All published works

Action	Title	Year	Authors
+	Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.	2024	Cristina Carrazza Susan C. Levine
+	Children’s confidence on mathematical equivalence and fraction problems	2024	Amanda Grenell Jacob R Butts Susan C. Levine Emily R. Fyfe
+ PDF Chat	Young children interpret number gestures differently than nonsymbolic sets	2022	Dominic J. Gibson Talia Berkowitz Jacob Butts Susan Goldin‐Meadow Susan C. Levine
+	Enhancing parent and child shape talk during puzzle play	2022	Sarah H. Eason Michelle Hurst Kassie Kerr Amy Claessens Susan C. Levine
+	Widening the lens of family math engagement: A conceptual framework and systematic review	2022	Sarah H. Eason Nicole R. Scalise Talia Berkowitz Geetha B. Ramani Susan C. Levine
+	Children’s understanding of relational language for quantity comparisons	2022	Michelle Hurst Abrea Greene Sarah H. Eason Amy Claessens Susan C. Levine
+	Children's understanding of most is dependent on context	2022	Michelle Hurst Susan C. Levine
+	Connecting symbolic fractions to their underlying proportions using iterative partitioning.	2022	Michelle Hurst Jacob R Butts Susan C. Levine
+ PDF Chat	Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis	2022	Eric Dearing Beth M. Casey Pamela Davis‐Kean Sarah H. Eason Elizabeth A. Gunderson Susan C. Levine Elida V. Laski Melissa E. Libertus Linxi Lu Caitlin McPherran Lombardi
+	Assessing Efficacy and Benefit of a Behavioral Math Talk Intervention for Caregivers of Young Children	2022	Sherry He Eileen Graf Robert J. Webber Kristin R. Leffel Elizabeth Suskind Susan C. Levine Dana Suskind
+	Spatial and mathematics skills: Similarities and differences related to age, SES, and gender	2021	Tessa L. Johnson Alexander P. Burgoyne Kelly S. Mix Christopher J. Young Susan C. Levine
+	Parent Math Anxiety Predicts Early Number Talk	2021	Talia Berkowitz Dominic J. Gibson Susan C. Levine
+	Facilitating young children’s numeracy talk in play: The role of parent prompts	2021	Sarah H. Eason Ariadne E. Nelson Eric Dearing Susan C. Levine
+ PDF Chat	Longitudinally adaptive assessment and instruction increase numerical skills of preschool children	2020	Stephen W. Raudenbush Marc W. Hernandez Susan Goldin‐Meadow Cristina Carrazza Alana E. Foley Debbie Leslie Janet Eisenband Sorkin Susan C. Levine
+	Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill	2020	Nancy Pantoja Marjorie W. Schaeffer Christopher S. Rozek Sian L. Beilock Susan C. Levine
+	Causal Effects of Parent Number Talk on Preschoolers’ Number Knowledge	2020	Dominic J. Gibson Elizabeth A. Gunderson Susan C. Levine
+	Reading Development in Typically Developing Children and Children With Prenatal or Perinatal Brain Lesions: Differential School Year and Summer Growth	2019	Özlem Ece Demir‐Lira Susan C. Levine
+	Print and Digital Picture Books in the Service of Young Children’s Mathematics Learning	2019	Herbert P. Ginsburg Colleen Uscianowski Cristina Carrazza Susan C. Levine
+	The Role of Parents’ and Teachers’ Math Anxiety in Children’s Math Learning and Attitudes	2019	Julianne B. Herts Sian L. Beilock Susan C. Levine
+	Mathematical Development in the Early Home Environment	2019	Susan C. Levine Dominic J. Gibson Talia Berkowitz
+ PDF Chat	Number gestures predict learning of number words	2018	Dominic J. Gibson Elizabeth A. Gunderson Elizabet Spaepen Susan C. Levine Susan Goldin‐Meadow
+ PDF Chat	Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input	2018	Ö. Ece Demir‐Lira Lauren Applebaum Susan Goldin‐Meadow Susan C. Levine
+	Mathematical Language and Early Math Learning	2018	Janet Eisenband Sorkin Jennifer McCray Susan C. Levine
+ PDF Chat	Learning to measure through action and gesture: Children’s prior knowledge matters	2018	Eliza Congdon Mee‐Kyoung Kwon Susan C. Levine
+ PDF Chat	Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact ordering	2018	Elizabet Spaepen Elizabeth A. Gunderson Dominic J. Gibson Susan Goldin‐Meadow Susan C. Levine
+ PDF Chat	The Connection Between Spatial and Mathematical Ability Across Development	2018	Christopher J. Young Susan C. Levine Kelly S. Mix
+	From Intuitive Spatial Measurement to Understanding of Units	2018	Eliza Congdon Marina Vasilyeva Kelly S. Mix Susan C. Levine
+	Resilience in mathematics after early brain injury: The roles of parental input and early plasticity	2017	Dana E. Glenn Özlem Ece Demir‐Lira Dominic J. Gibson Eliza Congdon Susan C. Levine
+	The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model	2017	Kelly S. Mix Susan C. Levine Yi-Ling Cheng Christopher J. Young David Z. Hambrick Spyros Konstantopoulos
+	Math Learning Begins at Home.	2017	Sarah H. Eason Susan C. Levine
+	Commentary on Leibovich et al.: What next?	2017	Kelly S. Mix Nora S. Newcombe Susan C. Levine
+	Separate but Correlated: The Latent Structure of Space and Mathematics across Development.	2016	Kelly S. Mix Susan C. Levine Yi-Ling Cheng Chris Young David Z. Hambrick Raedy M. Ping
+	Separate but correlated: The latent structure of space and mathematics across development.	2016	Kelly S. Mix Susan C. Levine Yi-Ling Cheng Chris Young David Z. Hambrick Raedy M. Ping Spyros Konstantopoulos
+	Different Faces of Language in Numerical Development	2016	Susan C. Levine Renée Baillargeon
+	Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence.	2016	Daeun Park Elizabeth A. Gunderson Eli Tsukayama Susan C. Levine Sian L. Beilock
+ PDF Chat	Response to Comment on “Math at home adds up to achievement in school”	2016	Talia Berkowitz Marjorie W. Schaeffer Christopher S. Rozek Erin A. Maloney Susan C. Levine Sian L. Beilock
+	Development of Quantitative Thinking Across Correlated Dimensions	2016	Kelly S. Mix Susan C. Levine Nora S. Newcombe
+	Revised Child Math Anxiety Questionnaire	2016	Gerardo Ramirez Hyesang Chang Erin A. Maloney Susan C. Levine Sian L. Beilock
+	Thinking about quantity: the intertwined development of spatial and numerical cognition	2015	Nora S. Newcombe Susan C. Levine Kelly S. Mix
+	Minding the gap: Children’s difficulty conceptualizing spatial intervals as linear measurement units.	2015	Tracy Solomon Marina Vasilyeva Janellen Huttenlocher Susan C. Levine
+ PDF Chat	On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies	2015	Gerardo Ramirez Hyesang Chang Erin A. Maloney Susan C. Levine Sian L. Beilock
+	Gesture as a window onto children’s number knowledge	2015	Elizabeth A. Gunderson Elizabet Spaepen Dominic J. Gibson Susan Goldin‐Meadow Susan C. Levine
+ PDF Chat	Spatial Proportional Reasoning Is Associated With Formal Knowledge About Fractions	2015	Wenke Möhring Nora S. Newcombe Susan C. Levine Andrea Frick
+	Prompting children to reason proportionally: Processing discrete units as continuous amounts.	2015	Ty W. Boyer Susan C. Levine
+	Approximate number word knowledge before the cardinal principle	2014	Elizabeth A. Gunderson Elizabet Spaepen Susan C. Levine
+	The Effects of Word‐Learning Biases on Children's Concept of Angle	2014	Dominic J. Gibson Eliza Congdon Susan C. Levine
+	Mechanisms of Spatial Learning: Teaching Children Geometric Categories	2014	Linsey A. Smith Raedy M. Ping Bryan J. Matlen Micah B. Goldwater Dedre Gentner Susan C. Levine
+	Propensity-Matching Analysis Is Not Straightforward	2014	Philippe Meersseman Sathy Sj Jason Chia Stelfox Ht Tsuyuki Rt Susan C. Levine T. Bao Nguyen Budak Mt P Rothenberg Rajesh Sachdeva
+	Linear Estimation and Mental Rotation Predict Children's Early Math Abilities	2014	C. Young Susan C. Levine Kelly S. Mix
+	Child Math Anxiety Questionnaire	2013	Gerardo Ramirez Elizabeth A. Gunderson Susan C. Levine Sian L. Beilock
+	Comparison and Contrast in young children's shape categorization	2013	Linsey A. Smith Micah B. Goldwater Bryan J. Matlen Raedy M. Ping Susan C. Levine Dedre Gentner
+	The relation between spatial skill and early number knowledge: The role of the linear number line.	2012	Elizabeth A. Gunderson Gerardo Ramirez Sian L. Beilock Susan C. Levine
+	"The relation between spatial skill and early number knowledge: The role of the linear number line": Correction to Gunderson et al. (2012).	2012	Elizabeth A. Gunderson Gerardo Ramirez Sian L. Beilock Susan C. Levine
+	Child proportional scaling: Is 1/3=2/6=3/9=4/12?	2011	Ty W. Boyer Susan C. Levine
+ PDF Chat	Early puzzle play: A predictor of preschoolers' spatial transformation skill.	2011	Susan C. Levine Kristin R. Ratliff Janellen Huttenlocher Joanna Cannon
+ PDF Chat	Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge	2011	Elizabeth A. Gunderson Susan C. Levine
+	The Story Behind Parent-child Book-reading Interactions: Specific Relations to Later Language and Reading Outcomes.	2011	Özlem Ece Demir Lauren Applebaum Susan C. Levine Katherine Petty Susan Goldin‐Meadow
+	"What counts in the development of young children's number knowledge?": Correction to Levine et al. (2010).	2011	Susan C. Levine Linda Whealton Suriyakham Meredith L. Rowe Janellen Huttenlocher Elizabeth A. Gunderson
+	The importance of alignable differences in teaching linear measurement	2011	Mee‐Kyoung Kwon Susan C. Levine Kristin R. Ratliff Camille Snyder
+	Female teachers' math anxiety impacts girls' math achievement	2011	Sian L. Beilock Elizabeth A. Gunderson Gerardo Ramirez Susan C. Levine
+ PDF Chat	What counts in the development of young children's number knowledge?	2010	Susan C. Levine Linda Whealton Suriyakham Meredith L. Rowe Janellen Huttenlocher Elizabeth A. Gunderson
+	The role of conventional number knowledge in young children’s nonverbal number matching: Is “two” special?	2010	Mee‐Kyoung Kwon Yoonkyung Jeong Susan C. Levine
+	The Influence of Math Anxiety on Young Children's Math Achievement	2010	Gerardo Ramirez Elizabeth A. Gunderson Susan C. Levine Sian L. Beilock
+	Socioeconomic variation, number competence, and mathematics learning difficulties in young children	2009	Nancy C. Jordan Susan C. Levine
+	Children's Understanding of Ruler Measurement and Units of Measure: A Training Study	2009	Kevin C. Deitz Janellen Huttenlocher Mee‐Kyoung Kwon Susan C. Levine Kristine Ratliff
+	Early numerical representations and the natural numbers: Is there really a complete disconnect?	2008	Stella F. Lourenco Susan C. Levine
+ PDF Chat	Development of proportional reasoning: Where young children go wrong.	2008	Ty W. Boyer Susan C. Levine Janellen Huttenlocher
+	The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities	2007	Yoonkyung Jeong Susan C. Levine Janellen Huttenlocher
+	Preschool children's mathematical knowledge: The effect of teacher "math talk."	2006	Raquel S. Klibanoff Susan C. Levine Janellen Huttenlocher Marina Vasilyeva Larry V. Hedges
+	A Naturalistic Study of Input Effects on the Development of Number Concepts	2006	Janellen Huttenlocher Susan C. Levine Linda Whealton Suriyakham
+	How Infants Encode Spatial Extent	2005	Sean Duffy Janellen Huttenlocher Susan C. Levine Renee Duffy
+	It Is All Relative: How Young Children Encode Extent	2005	Sean Duffy Janellen Huttenlocher Susan C. Levine
+	Infants and Toddlers Discriminate Amount: Are They Measuring?	2002	Janellen Huttenlocher Sean Duffy Susan C. Levine
+	Quantitative Development in Infancy and Early Childhood	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	Acquiring Conventional Skills	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	Quantification of Discrete Sets: A Synthesis	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	Historical Trends and Current Issues	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	The Whole Child	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	Multiple cues for quantification in infancy: Is number one of them?	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	The Role of Relational Information in Young Children's Ability to Code the Extent of Continuous Quantities	2001	Sean E. Duffy Janellen Huttenlocher Susan C. Levine
+	The Role of Relational Information in Young Children's Ability to Code the Extent of Continuous Quantities	2001	Sean E. Duffy Janellen Huttenlocher Susan C. Levine
+	What Do Infants Know about Continuous Quantity?	2000	Fan Gao Susan C. Levine Janellen Huttenlocher
+	Early fraction calculation ability.	1999	Kelly S. Mix Susan C. Levine Janellen Huttenlocher
+	Early fraction calculation ability.	1999	Kelly S. Mix Susan C. Levine Janellen Huttenlocher
+	Numerical abstraction in infants: Another look.	1997	Kelly S. Mix Susan C. Levine Janellen Huttenlocher
+	Numerical abstraction in infants: Another look.	1997	Kelly S. Mix Susan C. Levine Janellen Huttenlocher
+	Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?	1996	Kelly S. Mix Janellen Huttenlocher Susan C. Levine
+	Calculation Abilities in Young Children with Different Patterns of Cognitive Functioning	1995	Nancy C. Jordan Susan C. Levine Janellen Huttenlocher
+	Development of calculation abilities in middle- and low-income children after formal instruction in school	1994	Nancy C. Jordan Susan C. Levine Janellen Huttenlocher
+	Assessing early arithmetic abilities: Effects of verbal and nonverbal response types on the calculation performance of middle-and low-income children	1994	Nancy C. Jordan Janellen Huttenlocher Susan C. Levine
+	A mental model for early arithmetic.	1994	Janellen Huttenlocher Nancy C. Jordan Susan C. Levine
+	A mental model for early arithmetic.	1994	Janellen Huttenlocher Nancy C. Jordan Susan C. Levine
+	Differential calculation abilities in young children from middle- and low-income families.	1992	Nancy C. Jordan Janellen Huttenlocher Susan C. Levine
+	Development of calculation abilities in young children	1992	Susan C. Levine Nancy C. Jordan Janellen Huttenlocher
+	Differential calculation abilities in young children from middle- and low-income families.	1992	Nancy C. Jordan Janellen Huttenlocher Susan C. Levine

Common Coauthors

Coauthor	Papers Together
Janellen Huttenlocher	34
Kelly S. Mix	21
Elizabeth A. Gunderson	15
Sian L. Beilock	11
Nancy C. Jordan	9
Dominic J. Gibson	9
Gerardo Ramirez	7
Susan Goldin‐Meadow	7
Sarah H. Eason	6
Talia Berkowitz	5
Mee‐Kyoung Kwon	4
Michelle Hurst	4
Eliza Congdon	4
Raedy M. Ping	4
Elizabet Spaepen	4
Nora S. Newcombe	4
Christopher J. Young	3
Ty W. Boyer	3
Sean Duffy	3
David Z. Hambrick	3
Cristina Carrazza	3
Linda Whealton Suriyakham	3
Erin A. Maloney	3
Marina Vasilyeva	3
Meredith L. Rowe	2
Micah B. Goldwater	2
Amy Claessens	2
Özlem Ece Demir‐Lira	2
Kristin R. Ratliff	2
Christopher S. Rozek	2
Spyros Konstantopoulos	2
Yi-Ling Cheng	2
Jacob R Butts	2
Yoonkyung Jeong	2
Chris Young	2
Sean E. Duffy	2
Marjorie W. Schaeffer	2
Geetha B. Ramani	2
Janet Eisenband Sorkin	2
Dedre Gentner	2
Bryan J. Matlen	2
Eric Dearing	2
Hyesang Chang	2
Ariadne E. Nelson	2
Linsey A. Smith	2
Lauren Applebaum	2
Fan Gao	1
J Rawal	1
Budak Mt	1
Abrea Greene	1

Commonly Cited References

Action	Title	Year	Authors	# of times referenced
+	The Child's Understanding of Number	1979	U. A. Easley Rochel Gelman C. H. Galistell	18
+	Children's understanding of counting	1990	Karen Wynn	18
+ PDF Chat	What counts in the development of young children's number knowledge?	2010	Susan C. Levine Linda Whealton Suriyakham Meredith L. Rowe Janellen Huttenlocher Elizabeth A. Gunderson	17
+ PDF Chat	Some types of parent number talk count more than others: relations between parents’ input and children’s cardinal-number knowledge	2011	Elizabeth A. Gunderson Susan C. Levine	16
+	A mental model for early arithmetic.	1994	Janellen Huttenlocher Nancy C. Jordan Susan C. Levine	15
+	The Child's Understanding of Number	1979	Karen C. Fuson Rochel Gelman C. R. Gallistel	14
+	Social Processes in Early Number Development	1987	Geoffrey B. Saxe Steven R. Guberman Maryl Gearhart Rochel Gelman Christine Massey Barbara Rogoff	13
+	Development of calculation abilities in young children	1992	Susan C. Levine Nancy C. Jordan Janellen Huttenlocher	13
+ PDF Chat	One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles	2007	Mathieu Le Corre Susan Carey	12
+	Children's acquisition of the number words and the counting system	1992	Karen Wynn	12
+	Core systems of number	2004	Lisa Feigenson Stanislas Dehaene Elizabeth S. Spelke	12
+	Preschool children's mathematical knowledge: The effect of teacher "math talk."	2006	Raquel S. Klibanoff Susan C. Levine Janellen Huttenlocher Marina Vasilyeva Larry V. Hedges	11
+	Social Class and Racial Influences on Early Mathematical Thinking	1981	Herbert P. Ginsburg Robert Russell	11
+	Number Use at Home by Children and Their Parents and Its Relationship to Early Mathematical Performance	1996	Belinda Blevins‐Knabe Linda Musun-Miller	10
+	The Development of Numerical Estimation	2003	Robert S. Siegler John E. Opfer	10
+	The relation between spatial skill and early number knowledge: The role of the linear number line.	2012	Elizabeth A. Gunderson Gerardo Ramirez Sian L. Beilock Susan C. Levine	10
+ PDF Chat	How counting represents number: What children must learn and when they learn it	2008	Barbara W. Sarnecka Susan Carey	10
+	Perception of Numbers by Human Infants	1980	Prentice Starkey Robert G. Cooper	9
+	Quantitative Development in Infancy and Early Childhood	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine	9
+	Children’s Counting and Concepts of Number	1988	Karen C. Fuson	9
+	Socioeconomic variation, number competence, and mathematics learning difficulties in young children	2009	Nancy C. Jordan Susan C. Levine	8
+	What Do Infants Know about Continuous Quantity?	2000	Fan Gao Susan C. Levine Janellen Huttenlocher	8
+	Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?	1996	Kelly S. Mix Janellen Huttenlocher Susan C. Levine	8
+	Infants and Toddlers Discriminate Amount: Are They Measuring?	2002	Janellen Huttenlocher Sean Duffy Susan C. Levine	8
+ PDF Chat	Levels of number knowledge during early childhood	2009	Barbara W. Sarnecka Michael Lee	8
+	Infant Perception of Numerosity	1981	Mark Strauss L. Curtis	8
+	Surface similarity and label knowledge impact early numerical comparisons	2007	Kelly S. Mix	8
+	Acquisition of the cardinal word principle: The role of input	2011	Kelly S. Mix Catherine M. Sandhofer Julie Moore Christina Russell	8
+	Differential calculation abilities in young children from middle- and low-income families.	1992	Nancy C. Jordan Janellen Huttenlocher Susan C. Levine	8
+	Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention	2004	Prentice Starkey Alice Klein Ann Wakeley	7
+	Developmental and individual differences in pure numerical estimation.	2006	Julie L. Booth Robert S. Siegler	7
+	Re-visiting the competence/performance debate in the acquisition of the counting principles	2005	M LECORRE Gilles Vandewalle Elizabeth M. Brannon Susan Carey	7
+	Children's Proportional Judgments: The Importance of "Half"	1991	Alina Galvão Spinillo Peter Bryant	7
+	Multiple cues for quantification in infancy: Is number one of them?	2002	Kelly S. Mix Janellen Huttenlocher Susan C. Levine	7
+	Maternal Math Talk in the Home and Math Skills in Preschool Children	2016	María Inés Susperreguy Pamela Davis‐Kean	7
+	Separate but correlated: The latent structure of space and mathematics across development.	2016	Kelly S. Mix Susan C. Levine Yi-Ling Cheng Chris Young David Z. Hambrick Raedy M. Ping Spyros Konstantopoulos	7
+	Does half a pizza equal half a box of chocolates?	2001	Karen Singer‐Freeman Usha Goswami	7
+ PDF Chat	Development of proportional reasoning: Where young children go wrong.	2008	Ty W. Boyer Susan C. Levine Janellen Huttenlocher	7
+	Perception of Numerical Invariance in Neonates	1983	Sue E. Antell Daniel P. Keating	7
+	Preverbal and verbal counting and computation	1992	C. R. Gallistel Rochel Gelman	7
+	Number Versus Contour Length in Infants' Discrimination of Small Visual Sets	1999	Melissa W. Clearfield Kelly S. Mix	7
+	Addition and subtraction by human infants	1992	Karen Wynn	7
+	The Development of Proportional Reasoning: Effect of Continuous Versus Discrete Quantities	2007	Yoonkyung Jeong Susan C. Levine Janellen Huttenlocher	7
+ PDF Chat	Early puzzle play: A predictor of preschoolers' spatial transformation skill.	2011	Susan C. Levine Kristin R. Ratliff Janellen Huttenlocher Joanna Cannon	7
+	An integrated theory of whole number and fractions development	2011	Robert S. Siegler Clarissa A. Thompson Michael Schneider	7
+	U.S. and Korean Children's Comprehension of Fraction Names: A Reexamination of Cross–National Differences	2003	Jae H. Paik Kelly S. Mix	7
+ PDF Chat	Exact and Approximate Arithmetic in an Amazonian Indigene Group	2004	Pierre Pica Cathy Lemer Véronique Izard Stanislas Dehaene	6
+ PDF Chat	Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability	2007	David C. Geary Mary K. Hoard Jennifer Byrd‐Craven Lara Nugent Chattavee Numtee	6
+	Numerical abstraction by human infants	1990	Prentice Starkey Elizabeth S. Spelke Rochel Gelman	6
+	Child proportional scaling: Is 1/3=2/6=3/9=4/12?	2011	Ty W. Boyer Susan C. Levine	6