All Stories

  1. Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.

    Article • Developmental Psychology, September 2024, American Psychological Association (APA)

    Susan Levine

  2. Personal narrative as a “breeding ground” for higher-order thinking talk in early parent–child interactions.

    Article • Developmental Psychology, April 2021, American Psychological Association (APA)

    Rebecca Frausel, Professor Susan Goldin-Meadow, Susan Levine

  3. Effects of spatial training on mathematics in first and sixth grade children.

    Article • Journal of Educational Psychology, February 2021, American Psychological Association (APA)

    Susan Levine

  4. Giving a larger amount or a larger proportion: Stimulus format impacts children’s social evaluations.

    Article • Developmental Psychology, December 2020, American Psychological Association (APA)

    Miss Carissa Kang, Susan Levine

  5. Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading

    Article • Journal of Cognition and Development, October 2018, Taylor & Francis

    Susan Levine

  6. Disassociating the relation between parents’ math anxiety and children’s math achievement: Long-term effects of a math app intervention.

    Article • Journal of Experimental Psychology General, October 2018, American Psychological Association (APA)

    Susan Levine

  7. The Latent Structure of Spatial Skills and Mathematics: A Replication of the Two-Factor Model

    Article • Journal of Cognition and Development, June 2017, Taylor & Francis

    Professor David Z Hambrick, Susan Levine

  8. How do generic statements impact performance? Evidence for entity beliefs

    Article • Developmental Science, June 2016, Wiley

    Susan Levine