I study cognitive development with a focus on how humans learn words and concepts.
My research explores why children find certain ideas - like numbers and other mathematical concepts - difficult to understand, how learning language shapes children understanding of these concepts, and the role that caregivers play in children's early cognitive development.
I am currently a postdoctoral researcher in Kristina Olson's Social Cognitive Development Lab at the University of Washington.
Gibson, D. J., Gunderson, E. A., Spaepen, E., Goldin-Meadow, S. & Levine, S. C. (in press) Number gestures predict number word learning. Developmental Science.
Gunderson, E. A., Gibson, D.J., Spaepen, E., Goldin-Meadow, S. & Levine, S. C. (2018) Understanding of the successor function develops after the cardinal principle. Cognition.
Glenn, D.E., Demir-Lira, Ö.E., Gibson, D.J., Congdon, E.L. & Levine, S.C. (2018) Resilience in mathematics after early brain injury: The roles of parental input and early plasticity. Developmental Cognitive Neuroscience.
Gunderson, E. A., Spaepen, E., Gibson, D. J., Goldin-Meadow, S. & Levine, S. C. (2015) Gesture as a window onto children’s number knowledge. Cognition.
Gibson, D. J., Congdon, E. L. & Levine, S. C. (2014). Effects of word-learning biases on children’s concept of angle. Child Development.