World's Best Scientists 2026 revealed!

D-Index & Metrics

Psychology

D-Index
34
Citations
6457
World Ranking
10093
National Ranking
5320

Kelly S. Mix publication distribution in Psychology in 2026

The chart shows the distribution of publications by all Research.com ranked scientists in the field of Psychology in 2026. The highlighted bar marks where Kelly S. Mix sits on this spectrum.

31–40 publications: 6 scientists 41–50 publications: 52 scientists 51–60 publications: 138 scientists 61–70 publications: 299 scientists 71–80 publications: 461 scientists 81–90 publications: 605 scientists 91–100 publications: 713 scientists 101–110 publications: 736 scientists 111–120 publications: 686 scientists 121–130 publications: 670 scientists 131–140 publications: 644 scientists 141–150 publications: 597 scientists 151–160 publications: 576 scientists 161–170 publications: 477 scientists 171–180 publications: 450 scientists 181–190 publications: 397 scientists 191–200 publications: 343 scientists 201–210 publications: 328 scientists 211–220 publications: 313 scientists 221–230 publications: 283 scientists 231–240 publications: 226 scientists 241–250 publications: 196 scientists 251–260 publications: 201 scientists 261–270 publications: 171 scientists 271–280 publications: 151 scientists 281–290 publications: 139 scientists 291–300 publications: 113 scientists 301–310 publications: 102 scientists 311–320 publications: 100 scientists 321–330 publications: 76 scientists 331–340 publications: 92 scientists 341–350 publications: 85 scientists 351–360 publications: 69 scientists 361–370 publications: 71 scientists 371–380 publications: 63 scientists 381–390 publications: 58 scientists 391–400 publications: 57 scientists 401–410 publications: 43 scientists 411–420 publications: 33 scientists 421–430 publications: 50 scientists 431–440 publications: 41 scientists 441–450 publications: 32 scientists 451–460 publications: 27 scientists 461–470 publications: 28 scientists 471–480 publications: 25 scientists 481–490 publications: 28 scientists 491–500 publications: 20 scientists 501–510 publications: 23 scientists 511–520 publications: 26 scientists 521–530 publications: 17 scientists 531–540 publications: 21 scientists 541–550 publications: 14 scientists 551–560 publications: 16 scientists 561–570 publications: 10 scientists 571–580 publications: 22 scientists 581–590 publications: 9 scientists 591–600 publications: 14 scientists 601–610 publications: 9 scientists 611–620 publications: 11 scientists 621–630 publications: 4 scientists 631–640 publications: 7 scientists 641–650 publications: 5 scientists 651–660 publications: 10 scientists 661–670 publications: 8 scientists 671–680 publications: 8 scientists 681–690 publications: 4 scientists 691–700 publications: 3 scientists 701–704 publications: 4 scientists 705+ publications: 100 scientists
31 publications 705+

This scientist: 66 publications — 3rd percentile

3% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 705 publications or more.

Kelly S. Mix D-index placement in Psychology in 2026

The chart shows the D-index (discipline H-index) distribution of Psychology scientists ranked by Research.com in 2026. The highlighted bar marks where Kelly S. Mix sits on this spectrum.

30–31 D-Index: 398 scientists 32–33 D-Index: 702 scientists 34–35 D-Index: 671 scientists 36–37 D-Index: 659 scientists 38–39 D-Index: 641 scientists 40–41 D-Index: 671 scientists 42–43 D-Index: 617 scientists 44–45 D-Index: 558 scientists 46–47 D-Index: 495 scientists 48–49 D-Index: 487 scientists 50–51 D-Index: 445 scientists 52–53 D-Index: 390 scientists 54–55 D-Index: 408 scientists 56–57 D-Index: 345 scientists 58–59 D-Index: 325 scientists 60–61 D-Index: 321 scientists 62–63 D-Index: 248 scientists 64–65 D-Index: 290 scientists 66–67 D-Index: 218 scientists 68–69 D-Index: 219 scientists 70–71 D-Index: 215 scientists 72–73 D-Index: 183 scientists 74–75 D-Index: 169 scientists 76–77 D-Index: 132 scientists 78–79 D-Index: 137 scientists 80–81 D-Index: 120 scientists 82–83 D-Index: 112 scientists 84–85 D-Index: 86 scientists 86–87 D-Index: 101 scientists 88–89 D-Index: 83 scientists 90–91 D-Index: 77 scientists 92–93 D-Index: 70 scientists 94–95 D-Index: 78 scientists 96–97 D-Index: 58 scientists 98–99 D-Index: 53 scientists 100–101 D-Index: 57 scientists 102–103 D-Index: 48 scientists 104–105 D-Index: 53 scientists 106–107 D-Index: 46 scientists 108–109 D-Index: 24 scientists 110–111 D-Index: 35 scientists 112–113 D-Index: 27 scientists 114–115 D-Index: 32 scientists 116–117 D-Index: 31 scientists 118–119 D-Index: 22 scientists 120–121 D-Index: 16 scientists 122–123 D-Index: 24 scientists 124–125 D-Index: 18 scientists 126–127 D-Index: 11 scientists 128–129 D-Index: 19 scientists 130–131 D-Index: 10 scientists 132–133 D-Index: 16 scientists 134–135 D-Index: 10 scientists 136–137 D-Index: 12 scientists 138–139 D-Index: 8 scientists 140–141 D-Index: 5 scientists 142–143 D-Index: 12 scientists 144+ D-Index: 98 scientists
30 D-Index 144+

This scientist: 34 D-Index — 13th percentile

13% of scientists in this discipline score the same or lower.

The last bar groups every scientist with 144 D-Index or more.

Overview

Kelly S. Mix is affiliated with the University of Maryland, College Park in the United States. Their research is situated primarily at the intersection of social sciences, mathematics, and psychology, with significant contributions to education, statistics and probability, developmental and educational psychology.

The scientist's work extensively explores the cognitive and developmental aspects of mathematical skills along with mathematics education and teaching techniques. Their research also encompasses spatial cognition and navigation, child and animal learning development, reading and literacy development, geography education and pedagogy, and science education and pedagogy.

Kelly S. Mix has published in several peer-reviewed academic venues, with frequent contributions to:

  • Journal of Educational Psychology
  • Child Development
  • Journal of Cognition and Development
  • Developmental Psychology
  • npj Science of Learning

Recent papers authored or coauthored by Kelly S. Mix include:

  • "Effects of spatial training on mathematics in first and sixth grade children," 2020, Journal of Educational Psychology
  • "Effects of spatial training on mathematics performance: A meta-analysis," 2022, Developmental Psychology
  • "Spatial thinking as the missing piece in mathematics curricula," 2022, npj Science of Learning
  • "Spatial and mathematics skills: Similarities and differences related to age, SES, and gender," 2021, Cognition
  • "A Network Analysis of Children's Emerging Place-Value Concepts," 2022, Psychological Science

Their frequently collaborating coauthors include:

  • Corinne A. Bower
  • Linda B. Smith
  • Lei Yuan
  • Gregory R. Hancock
  • Zachary Hawes

Kelly S. Mix's research emphasis has contributed to the understanding of how spatial cognition intersects with mathematics learning, focusing on developmental stages and educational interventions. Their work integrates statistical methods with cognitive developmental frameworks to examine how children acquire and process mathematical concepts.

Best Publications

  • Spatial Training Improves Children's Mathematics Ability

    Yi Ling Cheng;Kelly S. Mix

  • Number Versus Contour Length in Infants' Discrimination of Small Visual Sets

    Melissa Wechsler Clearfield;Kelly S. Mix

  • The relation between space and math: developmental and educational implications.

    Kelly S. Mix;Yi Ling Cheng

  • Multiple cues for quantification in infancy: is number one of them?

    Kelly S. Mix;Janellen Huttenlocher;Susan C. Levine

  • The Development of Young Children’s Early Number and Operation Sense and its Implications for Early Childhood Education

    Arthur J. Baroody;Meng-lung Lai;Kelly S. Mix

  • Quantitative Development in Infancy and Early Childhood

    Kelly S. Mix;Janellen Huttenlocher;Susan Cohen Levine

  • Separate but correlated: The latent structure of space and mathematics across development.

    Kelly S. Mix;Susan C. Levine;Yi Ling Cheng;Chris Young

  • Concepts and meaning

    L.W. Barsalou;W. Yeh;B.J. Luka;K.L. Olseth

  • Amount Versus Number: Infants' Use of Area and Contour Length to Discriminate Small Sets

    Melissa W. Clearfield;Kelly S. Mix

  • Early fraction calculation ability.

    Kelly S. Mix;Susan Cohen Levine;Janellen Huttenlocher

  • Similarity and Numerical Equivalence: Appearances Count

    Kelly S. Mix

  • Numerical abstraction in infants: another look.

    Kelly S. Mix;Susan Cohen Levine;Janellen Huttenlocher

  • Thinking about quantity: the intertwined development of spatial and numerical cognition

    Nora S. Newcombe;Susan C. Levine;Kelly S. Mix

  • Acquisition of the cardinal word principle: The role of input

    Kelly S. Mix;Catherine M. Sandhofer;Julie Anne Moore;Christina Russell

  • Do preschool children recognize auditory-visual numerical correspondences?

    Kelly S. Mix;Janellen Huttenlocher;Susan Cohen Levine

  • Psychology's Role in Mathematics and Science Education

    Nora S. Newcombe;Nalini Ambady;Jacquelynne Eccles;Louis Gomez

  • The construction of number concepts

    Kelly S Mix

  • Preschoolers' recognition of numerical equivalence: sequential sets.

    Kelly S. Mix

  • The Connection Between Spatial and Mathematical Ability Across Development.

    Christopher J. Young;Susan C. Levine;Kelly S. Mix

  • How Spencer made number: first uses of the number words.

    Kelly S. Mix

  • Why Are Spatial Skill and Mathematics Related

    Kelly S. Mix

Frequent Co-Authors

Susan C. Levine
Susan C. Levine University of Chicago
Linda B. Smith
Linda B. Smith Indiana University
Janellen Huttenlocher
Janellen Huttenlocher University of Chicago
Nora S. Newcombe
Nora S. Newcombe Temple University
Spyros Konstantopoulos
Spyros Konstantopoulos Michigan State University
David Z. Hambrick
David Z. Hambrick Michigan State University
Arthur J. Baroody
Arthur J. Baroody University of Illinois at Urbana-Champaign
Lawrence W. Barsalou
Lawrence W. Barsalou University of Glasgow
Nalini Ambady
Nalini Ambady Stanford University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

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