Susan Cohen Levine
Affiliations: | Psychology | University of Chicago, Chicago, IL |
Area:
cognitive developmentGoogle:
"Susan Levine"Mean distance: 15.94 (cluster 15) | S | N | B | C | P |
Cross-listing: PsychTree
Children
Sign in to add trainee| O. Ece Demir-Lira | grad student | ||
| Eliza Lincoln Congdon | grad student | 2010- | Chicago |
| Dominic James Gibson | grad student | 2011- | Chicago |
| Jalisha M. Braxton | grad student | 2016- | Chicago (PsychTree) |
| Madeleine M Oswald | grad student | 2016- | Chicago |
| Mia N Velazquez | grad student | 2018- | Chicago |
| Toby E. Lazarus | grad student | 2002 | Chicago |
| Jennifer L. Buresh | grad student | 2007 | Chicago |
| Stacy B. Ehrlich | grad student | 2007 | Chicago |
| Linda W. Suriyakham | grad student | 2001-2007 | Chicago |
| Perla B. Gamez | grad student | 2009 | Chicago |
| Mee K. Kwon | grad student | 2011 | Chicago |
| Elizabeth A. Gunderson | grad student | 2012 | Chicago |
| Naveen M. Khetarpal | grad student | 2012 | Chicago |
| Lauren R. Applebaum | grad student | 2014 | Chicago |
| Talia Berkowitz | grad student | 2012-2018 | Chicago |
| Ty W. Boyer | post-doc | (PsychTree) | |
| Shannon M. Pruden | post-doc | 2007-2010 | Chicago |
| Shannon M. Pruden | post-doc | 2007-2010 | Chicago (PsychTree) |
| Kristin R. Ratliff | post-doc | 2008-2010 | Chicago |
BETA: Related publications
See more...
Publications
|
You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect. |
| Carrazza C, Levine SC. (2024) Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books. Developmental Psychology |
| Kwon MK, Congdon E, Ping R, et al. (2024) Overturning Children's Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence. Journal of Intelligence. 12 |
| Grenell A, Butts JR, Levine SC, et al. (2024) Children's confidence on mathematical equivalence and fraction problems. Journal of Experimental Child Psychology. 246: 106003 |
| Congdon EL, Levine SC. (2023) Unlocking the Power of Gesture: Using Movement-Based Instruction to Improve First Grade Children's Spatial Unit Misconceptions. Journal of Intelligence. 11 |
| Park D, Gunderson EA, Maloney EA, et al. (2023) Parental intrusive homework support and math achievement: Does the child's mindset matter? Developmental Psychology |
| Dearing E, Casey B, Davis-Kean PE, et al. (2022) Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis. Education Sciences. 12 |
| Gibson DJ, Berkowitz T, Butts J, et al. (2022) Young children interpret number gestures differently than nonsymbolic sets. Developmental Science. e13335 |
| Hurst MA, Levine SC. (2022) Children's understanding of most is dependent on context. Cognition. 225: 105149 |
| Hurst MA, Butts JR, Levine SC. (2022) Connecting symbolic fractions to their underlying proportions using iterative partitioning. Developmental Psychology |
| Jenifer JB, Rozek CS, Levine SC, et al. (2022) Effort(less) exam preparation: Math anxiety predicts the avoidance of effortful study strategies. Journal of Experimental Psychology. General |