Kelly S. Mix

5.0k total citations
61 papers, 3.4k citations indexed

About

Kelly S. Mix is a scholar working on Statistics and Probability, Developmental and Educational Psychology and Education. According to data from OpenAlex, Kelly S. Mix has authored 61 papers receiving a total of 3.4k indexed citations (citations by other indexed papers that have themselves been cited), including 43 papers in Statistics and Probability, 35 papers in Developmental and Educational Psychology and 34 papers in Education. Recurrent topics in Kelly S. Mix's work include Cognitive and developmental aspects of mathematical skills (43 papers), Child and Animal Learning Development (25 papers) and Mathematics Education and Teaching Techniques (25 papers). Kelly S. Mix is often cited by papers focused on Cognitive and developmental aspects of mathematical skills (43 papers), Child and Animal Learning Development (25 papers) and Mathematics Education and Teaching Techniques (25 papers). Kelly S. Mix collaborates with scholars based in United States, United Kingdom and Canada. Kelly S. Mix's co-authors include Susan C. Levine, Janellen Huttenlocher, Melissa W. Clearfield, Yi Cheng, David Z. Hambrick, Linda B. Smith, Jae H. Paik, Zachary Hawes, Katie Anne Gilligan-Lee and Spyros Konstantopoulos and has published in prestigious journals such as Psychological Bulletin, American Psychologist and Child Development.

In The Last Decade

Kelly S. Mix

60 papers receiving 3.2k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Kelly S. Mix United States 31 2.3k 1.8k 1.6k 1.1k 384 61 3.4k
M. Beth Casey United States 20 454 0.2× 435 0.2× 579 0.4× 867 0.8× 495 1.3× 42 1.6k
Elizabeth Pezaris United States 13 435 0.2× 340 0.2× 401 0.2× 644 0.6× 333 0.9× 15 1.1k
Evelyn Lawrence 4 325 0.1× 513 0.3× 785 0.5× 937 0.9× 506 1.3× 5 2.3k
Kathryn Hirsh‐Pasek United States 16 337 0.1× 444 0.2× 1.3k 0.8× 270 0.3× 263 0.7× 22 1.7k
Nathaniel G. Meadow United States 4 196 0.1× 271 0.1× 402 0.2× 869 0.8× 296 0.8× 8 1.3k
Ian M. Lyons United States 28 1.9k 0.8× 1.5k 0.8× 1.1k 0.6× 143 0.1× 892 2.3× 58 2.9k
John E. Opfer United States 23 1.8k 0.8× 1.6k 0.9× 1.4k 0.9× 187 0.2× 290 0.8× 59 2.8k
Linda P. Acredolo United States 23 151 0.1× 200 0.1× 1.9k 1.1× 909 0.8× 607 1.6× 41 2.8k
Kevin F. Miller United States 27 791 0.3× 906 0.5× 960 0.6× 81 0.1× 412 1.1× 58 2.2k
Susan J. Hespos United States 20 322 0.1× 192 0.1× 1.2k 0.7× 266 0.2× 441 1.1× 42 1.7k

Countries citing papers authored by Kelly S. Mix

Since Specialization
Citations

This map shows the geographic impact of Kelly S. Mix's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Kelly S. Mix with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Kelly S. Mix more than expected).

Fields of papers citing papers by Kelly S. Mix

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Kelly S. Mix. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Kelly S. Mix. The network helps show where Kelly S. Mix may publish in the future.

Co-authorship network of co-authors of Kelly S. Mix

This figure shows the co-authorship network connecting the top 25 collaborators of Kelly S. Mix. A scholar is included among the top collaborators of Kelly S. Mix based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Kelly S. Mix. Kelly S. Mix is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Mix, Kelly S., et al.. (2024). Place value learning in kindergarten.. Journal of Educational Psychology. 116(7). 1129–1152. 1 indexed citations
2.
Mix, Kelly S., et al.. (2024). Number Input in Mothers and Fathers of 9-Month-Olds. Journal of Cognition and Development. 25(3). 408–436. 1 indexed citations
3.
Mix, Kelly S., et al.. (2024). Smart Errors in Learning Multidigit Number Meanings. Journal of Cognition and Development. 25(4). 487–510. 1 indexed citations
4.
Baroody, Arthur J., et al.. (2023). The development and assessment of early cardinal-number concepts. Journal of Numerical Cognition. 9(1). 182–195. 5 indexed citations
5.
Mix, Kelly S., et al.. (2023). Predictive relations between early place value understanding and multidigit calculation: approximate versus syntactic measures. Educational Psychology. 43(7). 795–813. 2 indexed citations
6.
Mix, Kelly S., et al.. (2020). Effects of Spatial Training on Mathematics in First and Sixth Grade Children.. Grantee Submission. 1 indexed citations
7.
Mix, Kelly S., et al.. (2020). Effects of spatial training on mathematics in first and sixth grade children.. Journal of Educational Psychology. 113(2). 304–314. 37 indexed citations
8.
Mix, Kelly S.. (2019). Why Are Spatial Skill and Mathematics Related?. Child Development Perspectives. 13(2). 121–126. 75 indexed citations
9.
Mix, Kelly S., et al.. (2018). The latent structure of spatial skill: A test of the 2 × 2 typology. Cognition. 180. 268–278. 33 indexed citations
10.
Mix, Kelly S., et al.. (2014). Spatial Training Improves Children's Mathematics Ability.. Grantee Submission. 231 indexed citations
11.
Cheng, Yi & Kelly S. Mix. (2012). Spatial Training Improves Children's Mathematics Ability. Journal of Cognition and Development. 15(1). 2–11. 345 indexed citations
12.
Mix, Kelly S., et al.. (2011). Does Spatial Training Improve Children's Mathematics Ability?.. Society for Research on Educational Effectiveness. 2 indexed citations
13.
Mix, Kelly S.. (2009). How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology. 102(4). 427–444. 48 indexed citations
14.
Mix, Kelly S. & Jae H. Paik. (2008). Do Korean Fraction Names Promote Part-Whole Reasoning?. Journal of Cognition and Development. 9(2). 145–170. 11 indexed citations
15.
Paik, Jae H. & Kelly S. Mix. (2006). Preschoolers’ use of surface similarity in object comparisons: Taking context into account. Journal of Experimental Child Psychology. 95(3). 194–214. 28 indexed citations
16.
Mix, Kelly S., Janellen Huttenlocher, & Susan C. Levine. (2002). Multiple cues for quantification in infancy: Is number one of them?. Psychological Bulletin. 128(2). 278–294. 208 indexed citations
17.
Mix, Kelly S., et al.. (2000). Precursors to Number: Making the Most of Continuous Amount. eScholarship (California Digital Library). 22(22). 1 indexed citations
18.
Mix, Kelly S., Susan C. Levine, & Janellen Huttenlocher. (1997). Numerical abstraction in infants: Another look.. Developmental Psychology. 33(3). 423–428. 69 indexed citations
19.
Mix, Kelly S., Janellen Huttenlocher, & Susan C. Levine. (1996). Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?. Child Development. 67(4). 1592–1608. 67 indexed citations
20.
Mix, Kelly S., Janellen Huttenlocher, & Susan C. Levine. (1996). Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?. Child Development. 67(4). 1592–1592. 50 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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