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Psychology

D-Index
34
Citations
6457
World Ranking
10096
National Ranking
5319

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
David Z. Hambrick
David Z. Hambrick Michigan State University
Lawrence W. Barsalou
Lawrence W. Barsalou University of Glasgow
Charles W. Kalish
Charles W. Kalish University of Wisconsin–Madison
David Klahr
David Klahr Carnegie Mellon University
Nalini Ambady
Nalini Ambady Stanford University
Jacquelynne S. Eccles
Jacquelynne S. Eccles University of California, Irvine

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