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Susan C. Levine [13]Susan Cohen Levine [1]
  1.  29
    Rapid Learning in a Children's Museum Via Analogical Comparison.Dedre Gentner, Susan C. Levine, Raedy Ping, Ashley Isaia, Sonica Dhillon, Claire Bradley & Garrett Honke - 2016 - Cognitive Science 40 (1):224-240.
    We tested whether analogical training could help children learn a key principle of elementary engineering—namely, the use of a diagonal brace to stabilize a structure. The context for this learning was a construction activity at the Chicago Children's Museum, in which children and their families build a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight. The results also reveal conditions that support analogical learning.
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  2.  9
    Meaning Before Order: Cardinal Principle Knowledge Predicts Improvement in Understanding the Successor Principle and Exact Ordering.Elizabet Spaepen, Elizabeth A. Gunderson, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2018 - Cognition 180:59-81.
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  3.  16
    Mental Transformation Skill in Young Children: The Role of Concrete and Abstract Motor Training.Susan C. Levine, Susan Goldin‐Meadow, Matthew T. Carlson & Naureen Hemani‐Lopez - 2018 - Cognitive Science 42 (4):1207-1228.
    We examined the effects of three different training conditions, all of which involve the motor system, on kindergarteners’ mental transformation skill. We focused on three main questions. First, we asked whether training that involves making a motor movement that is relevant to the mental transformation—either concretely through action or more abstractly through gestural movements that represent the action —resulted in greater gains than training using motor movements irrelevant to the mental transformation. We tested children prior to training, immediately after training, (...)
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  4.  15
    Separate but Correlated: The Latent Structure of Space and Mathematics Across Development.Kelly S. Mix, Susan C. Levine, Yi-Ling Cheng, Chris Young, D. Zachary Hambrick, Raedy Ping & Spyros Konstantopoulos - 2016 - Journal of Experimental Psychology: General 145 (9):1206-1227.
  5.  19
    Gesture as a Window Onto Children’s Number Knowledge.Elizabeth A. Gunderson, Elizabet Spaepen, Dominic Gibson, Susan Goldin-Meadow & Susan C. Levine - 2015 - Cognition 144:14-28.
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  6.  19
    Learning to Measure Through Action and Gesture: Children’s Prior Knowledge Matters.Eliza L. Congdon, Mee-Kyoung Kwon & Susan C. Levine - 2018 - Cognition 180:182-190.
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  7.  7
    A Mental Model for Early Arithmetic.Janellen Huttenlocher, Nancy C. Jordan & Susan Cohen Levine - 1994 - Journal of Experimental Psychology: General 123 (3):284-296.
  8.  6
    The Latent Structure of Spatial Skill: A Test of the 2 × 2 Typology.Kelly S. Mix, David Z. Hambrick, V. Rani Satyam, Alexander P. Burgoyne & Susan C. Levine - 2018 - Cognition 180:268-278.
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  9.  5
    The Origins of Higher-Order Thinking Lie in Children's Spontaneous Talk Across the Pre-School Years.Rebecca R. Frausel, Catriona Silvey, Cassie Freeman, Natalie Dowling, Lindsey E. Richland, Susan C. Levine, Steve Raudenbush & Susan Goldin-Meadow - 2020 - Cognition 200:104274.
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  10.  31
    Did Residual Normality Ever Have a Chance?Susan C. Levine, Terry Regier & Tracy L. Solomon - 2002 - Behavioral and Brain Sciences 25 (6):759-760.
    Thomas & Karmiloff- Smith show that the assumption of residual normality does not hold in connectionist simulations, and argue that RN has been inappropriately applied to childhood disorders. We agree. However, we suggest that the RN hypothesis may never have been fully viable, either empirically or computationally.
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  11.  23
    Early Numerical Representations and the Natural Numbers: Is There Really a Complete Disconnect?Stella F. Lourenco & Susan C. Levine - 2008 - Behavioral and Brain Sciences 31 (6):660-660.
    The proposal of Rips et al. is motivated by discontinuity and input claims. The discontinuity claim is that no continuity exists between early (nonverbal) numerical representations and natural number. The input claim is that particular experiences (e.g., cardinality-related talk and object-based activities) do not aid in natural number construction. We discuss reasons to doubt both claims in their strongest forms.
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  12.  11
    Commentary on Leibovich Et Al.: What Next?Kelly S. Mix, Nora S. Newcombe & Susan C. Levine - 2017 - Behavioral and Brain Sciences 40.
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  13.  12
    Disassociating the Relation Between Parents’ Math Anxiety and Children’s Math Achievement: Long-Term Effects of a Math App Intervention.Marjorie W. Schaeffer, Christopher S. Rozek, Talia Berkowitz, Susan C. Levine & Sian L. Beilock - 2018 - Journal of Experimental Psychology: General 147 (12):1782-1790.
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  14.  2
    The Connection Between Spatial and Mathematical Ability Across Development.Christopher J. Young, Susan C. Levine & Kelly S. Mix - 2018 - Frontiers in Psychology 9.
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