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The University of Chicago
Department of Psychology
5848 South University Avenue
Chicago, IL, 60637

Office Phone: (773) 702-8844
Lab Phone: (773) 834-2220
Office: Green Hall, 401
Lab: Green Hall, 403
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Susan C. Levine

Biography

Susan Levine received her B.A. with honors from Simmons College in 1972, majoring in Psychology, Mathematics and Education and her Ph.D. in Psychology from M.I.T. in 1976. She joined the faculty at the University of Chicago that year. Professor Levine is co-director of the Center for Early Childhood Research and serves as the chair of the Psychology Department. In addition, she serves on the board of Chapin Hall.

Research Interests

  • Cognitive Development
  • Development and plasticity of spatial skills
  • Early quantitative development
  • Language development and functional plasticity in children with early brain injury

Recent Publications

Mix, K., Levine, S.C., & Huttenlocher, J. (1997) Numerical abstraction in infants: Another look. Developmental Psychology, 33(3), 423-428.  DOI  PDF

Huttenlocher, J., Levine, S.C. & Vevea, J. (1998) Environmental effects on cognitive growth: Input from school. Child Development, 69(4), 1012-1029. DOI PDF

Mix, K.S., Levine, S.C. and Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174. doi: DOI  PDF

Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999) Early sex differences in spatial ability. Developmental Psychology, 35(4), 940-949. DOI PDF

Gao, F., Levine, S.C., & Huttenlocher, J. (2000). What do infants know about continuous quantity? Journal of Experimental Child Psychology, 77(1), 20-29. DOI  PDF

Mix, K., Huttenlocher, J. & Levine, S.C. (2002). Quantitative development in infancy and early childhood. Oxford University Press. 

Mix, K., Huttenlocher, J., & Levine, S.C. (2002). Multiple Cues for Quantification in infancy: Is number one of them? Psychological Bulletin.128(2), 278-294. DOI PDF

Chang, P., Levine, S.C. and Benson, P. (2002). Children's recognition of caricatures. Developmental Psychology, 38(6), 1038-1051. DOI PDF

Huttenlocher, J., Duffy, S., & Levine, S.C. (2002). Infants and toddlers discriminate amount: Are they measuring? Psychological Science, 13(3), 244-249. DOI PDF

Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S.C. (2002). Language input at home and at school: Relation to syntax. Cognitive Psychology, 45(3), 337-374. DOI  PDF

Levine, S.C., Regier, T. & Solomon, T. (2002). Did residual normality really have a chance? Behavioral and Brain Sciences, 25(6), 759-760. DOI PDF

Duffy, S., Huttenlocher, J., & Levine, S. C. (2005). How infants encode spatial extent? Infancy, 8(1), 81-90.  DOI PDF

Duffy, S., Huttenlocher, J., & Levine, S. C. (2005). It’s all relative: How young children encode extent. Journal of Cognition and Development, 6(1), 51-63. DOI PDF

Levine, S. C., Vasilyeva, M., Lourenco, S., Newcombe, N. & Huttenlocher, J. (2005). Socioeconomic status modifies the sex difference in spatial skill. Psychological Science, 16(11), 841-845. PDF

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(2), 114-123. DOI  PDF

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(1), 59-69. DOI PDF

Ehrlich, S., Levine, S.C., & Goldin-Meadow, S. (2006). The importance of gesture inchildren's spatial reasoning. Developmental Psychology, 42(6), 1259-1268. DOI PDF

Stiles, J., Nass, R.D., Levine, S.C., Moses, P. & Reilly, J.S. (in press). Perinatal stroke: Effects and outcomes. In K.O. Yeates, M.D. Ris, H.G. Taylor, and B. Pennington (Eds.) Pediatric Neuropsychology Research, Theory, and Practice (2nd edition). New York: The Guilford Press. 

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(2), 237-256. DOI PDF

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

Boyer, T., Levine, S.C. & Huttenlocher, J. (2008). Development of proportional reasoning: Where young children go wrong. Developmental Psychology, 44(5), 1478-1490. DOI  PDF

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. PDF

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. DOI PDF

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(1), 90-102.  DOI PDF

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, and B. Pennington (Eds.) Pediatric Neuropsychology Research, Theory, and Practice (2nd edition). New York: The Guildford Press.

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(2), 528-539. DOI PDF

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.

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), 1860-1863.  DOI  PDF

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 DOI  PDF

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.  DOI  PDF

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. DOI  PDF

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

Levine, S.C., Suriyakham, L., Rowe, M. & Huttenlocher, J. & Gunderson, E. A. (2011). What counts in the development of children’s number knowledge?. Developmental Psychology, 46(5), 1309-1313. DOI PDF

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

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. DOI  PDF

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. DOI  PDF

Demir, E., Applebaum, L. Levine, S.C., Pettty, C., & Goldin-Meadow, S. (in press). The story behind parent-child book-reading interactions: Relations to later language and reading outcomes. Submitted to Boston University Child Language Conference.

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.DOI PDF

Gunderson, E. A., Ramirez, G., Levine, S. C., & 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

Levine, S.C., Ratliff, K., Cannon, J. & Huttenlocher, J. (2011, on-line) Early puzzle play: A predictor of preschoolers’ mental rotation skill. DOI PDF

Gamez, P.B. & Levine, S.C. (in press). Oral language skills of Spanish-speaking English language learners. Applied Psycholinguistics.

Courses

  • Advanced Seminar: Developmental Psychology
  • Seminar: Mathematical Development
  • Introduction to Developmental Psychology
  • Mind (Social Sciences Core Courses)
  • Introduction to Developmental Neuropsychology
  • Early Mathematical Thinking
  • Functional Plasticity in Language Development
  • Developmental Neuropsychology
  • Seminar: Environmental Effects on Cognitive Growth
  • Special Populations: Lessons for Developmental Psychology
  • Undergraduate Psychology Honors Seminar
  • Seminar: From Language to Literacy

More Information

Center for Early Childhood Research

Spatial Intelligence Learning Center (SILC)

Levine Lab

Language Project 

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