Rebecca Anne Boylan Professor in Education and Society
Office phone: (773) 702-8844
Fax: (773) 702-0886
Lab phone: (773) 834-4170
Office: Green Hall 403
Lab: Green Hall 401
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 the director of the UChicago Science of Learning Center.
- Cognitive development
- Development and plasticity of spatial skills
- Early quantitative development
- Language development and functional plasticity in children with early brain injury
Mix, K., Huttenlocher, J. & Levine, S.C. (2002). Quantitative development in infancy and early childhood. Oxford University Press.
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
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.
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.
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.
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
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). 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
Gamez, P.B. & Levine, S.C. (in press). Oral language skills of Spanish-speaking English language learners. Applied Psycholinguistics.
- 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