Susan Levine, Ph.D. Professor Levine is a member of the Society for Research on Child Development, the American Psychological Association, the APA Division 7, the International Neuropsychological Society, the International Society on Infant Studies, the Psychonomic Society, and the American Academy for Cerebral Palsy and Developmental Medicine. Professor Levine is currently Chair of the Cognition and Cognitive Neuroscience Program and the Psychology Department Steering Committee. She also serves on the Social Sciences IRB Board and is the Chair of the Social Sciences undergraduate MIND core course sequence. Dr. Levine's research focuses on the question of the extent
to which input
variations affect development of skills in particular domains. She
is collaborating with Janellen Huttenlocher on research investigating
the development of quantitative and spatial skills, the role of
input in these skills, and sex differences in these skills. In addition,
Professor Levine is studying plasticity of cognitive skills following early focal
brain damage.
Contact Information:
Research Interests Dr. Levine and her students have carried out a number of studies investigating the plasticity of cognitive skills following early focal brain lesions. They have identified some limits to early plasticity as well as some compensatory behaviors associated with deficits following early brain damage. For example, they have found that the frequency of communicative gestures accompanying productive language increases as the degree of children's language impairment increases. Dr. Levine is collaborating with Dr. Huttenlocher and a number of graduate students on research investigating the effects of variations in environmental input on the growth of language, mathematical and spatial skills in preschool and elementary school children. This research has shown large effects of schooling on the development of cognitive skills previously believed to be heavily influenced by the child's biological endowment. Ongoing studies are aimed at identifying the nature of school input that is most effective in promoting cognitive growth in various domains. Another line of research is concerned with early quantitative development. This research also is carried out in collaboration with Janellen Huttenlocher and with graduate students. The findings from this research, which involves studies of quantitative skills in both infants and young children, are reported in a recently published book (Mix, Levine & Huttenlocher, Quantitative development in infancy and early childhood, Oxford University Press, 2002) as well as in a number of journal articles.
Huttenlocher, J., Duffy, S., & Levine, S.C. (In press). It's all relative: How children encode extent. Journal of Cognition and Development. Mix, K., Huttenlocher, J., & Levine, S. (2003). Quantitative development in infancy and early childhood. Infant & Child Development, 12(1), 110-112. Mix, K.S., Huttenlocher, J., & Levine, S.C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278-294. Huttenlocher, J., Duffy, S., & Levine, S.C. (2002). Infants discriminate amount: Are they measuring? Psychological Science, 13(3), 244-249. Chang, P., Levine, S.C., Benson, P. (2002). Children's recognition of caricatures. Developmental Psychology, 38(6), 1038-1051. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S.C. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337-374. Levine, S.C., Regier, T., Solomon, T. (2002). Did residual normality really have a chance? Behavioral and Brain Sciences, 25(6), 759-760. Gao, F., Levine, S.C., & Huttenlocher, J. (2000). What do infants know about continuous quantity? Journal of Experimental Child Psychology, 77, 20-29. Levine, S.C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial skill. Developmental Psychology, 35(1), 940-949. Mix, K., Levine, S.C., & Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35(5), 164-174. Huttenlocher, J., Levine, S.C., & Vevea, J. (1998). Environmental effects on cognitive growth: A time-period comparison. Child Development, 69(4), 1012-1029. Mix, K.S., Levine, S.C., & Huttenlocher, J. (1997). Numerical abstraction by infants: Another look. Developmental Psychology, 32, 423-428. Books and Book Chapters Mix, K.S., Levine, S.C., & Huttenlocher, J. (2002). Quantitative development in infancy and early childhood. Oxford: Oxford University Press.
Psychology 408: Developmental Seminar Psychology 331: Seminar: Introduction to Developmental Neuropsychology Social Sciences 141: Mind Psychology 475: Seminar: Environmental Effects and Intellectual Development Psychology 367: Seminar: Sex Differences in Cognitive Skills Psychology: Undergraduate Honors Seminar
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Professor
Susan Levine is a Professor of Psychology at the University of Chicago.
Previously she has also taught in the Department of Pediatrics at
the Pritzker School of Medicine. She received her B.S. at Simmons
College and her Ph.D. at Massachusetts Institute of Technology.
Dr. Levine has been teaching at the University of Chicago since
1976.
