Susan Levine

Professor

University of Chicago

United States

Research Interests

Explore related searches

Professors in United States

Contact this professor

Get a free first email built on one of their papers, ready for you to edit and send yourself.

About

Dr. Susan Levine is a Professor at the University of Chicago, USA. Her research focuses on cognitive development in children, particularly in areas such as number understanding, spatial processing, and the impact of emotional aspects on learning. Recent publications include studies on the efficacy of counting books, methods for overturning misconceptions in measurement, and the interplay of language development and cognitive structures in children.

Articles (9)

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2024

Year:

2023

Year:

2022

Year:

2020

Year:

2020

Collaborators (4)

Steven Small

Professor

University of Texas at Dallas

UNITED STATES

View details

Eliza Congdon

Assistant Professor

Bucknell University

UNITED STATES

View details

Michelle Hurst

Assistant Professor

Rutgers University

UNITED STATES

View details

Susan Goldin-Meadow

Beardsley Ruml Distinguished Service Professor

University of Chicago

UNITED STATES

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Susan Levine

Research Interests

Explore related searches

Contact this professor

About

Articles (9)

Iconic number gestures: Naturalistic use by children and parents in the early home environment.

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

Overturning Children’s Misconceptions about Ruler Measurement: The Power of Disconfirming Evidence

Examining the Interplay between the Cognitive and Emotional Aspects of Gender Differences in Spatial Processing

“You need to be super smart to do well in math!” Young children's field‐specific ability beliefs

Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus

Connecting symbolic fractions to their underlying proportions using iterative partitioning.

Longitudinally adaptive assessment and instruction increase numerical skills of preschool children

Language development and brain reorganization in a child born without the left hemisphere

Collaborators (4)

Steven Small

Eliza Congdon

Michelle Hurst

Susan Goldin-Meadow

Make your next move.