Susan Levine (Co-PI)

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SILC Faculty Member and member of our Spatial Network.

Biographical Sketch:

SUSAN LEVINE
PROFESSIONAL PREPARATION:
Simmons College Mathematics and Psychology B.S. 1972
M.I.T. Psychology Ph.D. 1976
APPOINTMENTS:
Professor, Department of Psychology, University of Chicago, 1994 – present
Program Chair, Developmental Psychology, University of Chicago, 2005 – present
Core Faculty Member, Committee on Education, University of Chicago, 2005 – present
Associate Professor, Department of Psychology and Wyler Children’s Hospital, Department of
Pediatrics, Pritzker School of Medicine, University of Chicago, 1983-1993
Assistant Professor, Department of Psychology and Wyler Children’s Hospital, Department of
Pediatrics, Pritzker School of Medicine, University of Chicago, 1976-1983
HONORS:
Stella M. Rowley Chair, 2009
Fellow, Association for Psychological Science
PUBLICATIONS:
Five Most Relevant:
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.
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 in children’s spatial
reasoning. Developmental Psychology, 42, 1259-1268.
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 Science, 107,1860-
1863.
Levine, S.C., Suriyakham, L., Rowe, M. & Huttenlocher, J. & Gunderson, E. A. (in press). What counts
in the development of children’s number knowledge? A longitudinal investigation.
Developmental Psychology.
Five Others:
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.
Boyer, T., Levine, S.C. & Huttenlocher, J. (2008). Development of proportional reasoning: Where
young children go wrong. Developmental Psychology, 44, 1478-1490.
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, 45, 90-102
Cartmill, E., Pruden, S.M., Levine, S.C., Goldin-Meadow, S. (in press). The role of parent gesture in
children’s spatial language development. Proceedings of the Boston University Conference on
Child Language.
Krakowski, M., Ratliff, K., Gomez, L.M., & Levine, S.C. (in press). Spatial intelligence and the research
– Practice challenge. Proceedings of the International Conference of the Learning Sciences
SYNERGISTIC ACTIVITIES:
Co-PI, Spatial Intelligence and Learning Center, NSF-funded Science of Learning Center
Committee member, National Academies of Sciences Early Childhood Mathematics Panel, 2006-08;
book to be published on this topic.
Consultant on early math for Sesame Street, 2007-08
Board member, Chapin Hall, an organization that does research on policies and programs affecting
children
Board Member, University of Chicago Laboratory Schools
Co-director, Center for Early Childhood Research, an interdisciplinary group of scholars investigating
early child development and disseminating research findings to broad audiences including
educators, parents, and policy makers
COLLABORATORS:
Sian Beilock, University of Chicago; Stacy Ehrlich, Educational Development Corporation; Dedre
Gentner, Northwestern University; Susan Goldin-Meadow, University of Chicago; Louis Gomez,
University of Pittsburgh; Larry Hedges, Northwestern University; Janellen Huttenlocher, University of
Chicago; Stella Lourenco, Emory University; Kelly Mix, Michigan State University; Nora Newcombe,
Temple University; Steve Raudenbush, University of Chicago; Meredith Rowe, University of Maryland,
College Park; David Uttal, Northwestern University; Marina Vasilyeva, Boston College
GRADUATE ADVISOR: Susan Carey, Harvard University
GRADUATE AND POSTDOCTORAL STUDENTS SPONSORED:
Thesis Advisor in the Last Five Years :
Lauren Applebaum, University of Chicago (current); Ty Boyer, Indiana University; Joanna Cannon,
NYC Dept. of Education; Ece Demir, University of Chicago; Stacy Ehrlich, Educational Development
Corporation; Joan Fisher, University of Chicago; Perla Gamez, Harvard; Liz Gunderson, University of
Chicago (current); Mee-Kyoung Kwon, University of Chicago (current); Eve Sauer, University of
Pittsburgh; Linda Suriyakham;
Postdoctoral scholars
Banchi Desselegn, Ece Demir, Shannon Pruden Dick, Moshe Krakowski, Kristin Ratliff, Liesje
Spaepen, Elena Zinchenko,