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’s program in Cognition and Cognitive Neuroscience. In addition, she chairs the department’s Curriculum Committee and 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, 423-428.
Huttenlocher, J., Levine, S.C. & Vevea, J. (1998) Environmental effects on cognitive growth: Input from school. Child Development, 69, 1012-1029.
Mix, K.S., Levine, S.C. and Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174.
Levine, S.C., Huttenlocher, J., Taylor, A. & Langrock, A. (1999) Early sex differences in spatial ability. Developmental Psychology, 35, 940-949.
Gao, F., Levine, S.C., & Huttenlocher, J. (2000). What do infants know about continuous quantity? Journal of Experimental Child Psychology, 77, 20-29.
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, 278-294.
Chang, P., Levine, S.C. and Benson, P. (2002). Children's recognition of caricatures. Developmental Psychology, 38, 1038-1051.
Huttenlocher, J., Duffy, S., & Levine, S.C. (2002). Infants and toddlers discriminate amount: Are they measuring? Psychological Science, 13, 244-249.
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., Regier, T. & Solomon, T. (2002). Did residual normality really have a chance? Brain and Behavioral Sciences 25, .759-760.
Duffy, S., Huttenlocher, J., & Levine, S. C. (2005). How infants encode spatial extent? Infancy, 8, 81-90.
Huttenlocher, J., Duffy, S. & Levine, S. C. (2005). It’s all relative: How young children encode extent. Journal of Cognition and Development, 6, 51-63.
Levine, S. C., Vasilyeva, M., Lourenco, S., Newcombe, N. & Huttenlocher, J. (2005). Socioeconomic status modifies the sex difference in spatial skill. Psychological Science, 16, 841-845.
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, 114-123.
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.
Ehrlich, S., Levine, S.C., &Goldin-Meadow, S. (2006). The importance of gesture inchildren's spatial reasoning. Developmental Psychology, 42, 1259-1268.
Jeong, Y., Levine, S.C. & Huttenlocher, J. (in press). The development of proportional reasoning: Effect of continuous vs. discrete quantities, Journal ofCognition and Development.
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.
Reilly, J., Levine, S., Nass, R., and Stiles, J. (in press). Brain Plasticity: Evidence from children with prenatal brain injury. In Reed, J and J Warner (Eds.) Child Neuropsychology. Oxford: Blackwell Publishing.
Courses
- 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
More Information
Center for Early Childhood Research
