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Developmental Psychology|October 17, 2013
Narrative processing in typically developing children and children with early unilateral brain injury: seeing gesture mattersÖzlem Ece Demir, Joan A Fisher, Susan Goldin-Meadow, et al.Journal of Child Language|May 12, 2012
What counts as effective input for word learning?Laura A Shneidman, Michelle E Arroyo, Susan C Levine, et al.Developmental Science|May 14, 2023
Setting boundaries: Development of neural and behavioral event cognition in early childhoodSusan L Benear, Haroon S Popal, Yinyuan Zheng, et al.Developmental Science|October 21, 2022
Young children interpret number gestures differently than nonsymbolic setsDominic J Gibson, Talia Berkowitz, Jacob Butts, et al.Cognition|July 16, 2018
Meaning before order: Cardinal principle knowledge predicts improvement in understanding the successor principle and exact orderingElizabet Spaepen, Elizabeth A Gunderson, Dominic Gibson, et al.Developmental Psychology|January 20, 2006
Preschool children's mathematical knowledge: The effect of teacher "math talk."Raquel S Klibanoff, Susan C Levine, Janellen Huttenlocher, et al.Brain and Cognition|July 26, 2005
IQ decline following early unilateral brain injury: a longitudinal studySusan C Levine, Ruth Kraus, Erin Alexander, et al.Developmental Science|October 17, 2018
Parents' early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language inputÖ Ece Demir-Lira, Lauren R Applebaum, Susan Goldin-Meadow, et al.Journal of Experimental Child Psychology|September 7, 2015
On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategiesGerardo Ramirez, Hyesang Chang, Erin A Maloney, et al.Cognition|July 27, 2015
Gesture as a window onto children's number knowledgeElizabeth A Gunderson, Elizabet Spaepen, Dominic Gibson, et al.Pageof 23