Kelly S. Mix, Lab Director


College of Education
Michigan State University
213 Erickson Hall
East Lansing, MI 48824


(517) 432-9884 (lab)


Faculty Profile


Ph.D., Developmental Psychology, 1995, University of Chicago, Chicago, IL
Dissertation: "Preschoolers' Recognition of Cardinal Equivalence"

M.A., Developmental Psychology, 1993, University of Chicago, Chicago, IL

B.A., Elementary Education, 1987, Western Michigan University, Kalamazoo, MI
Senior Honors Thesis: "Learning Styles and Underachievement in Gifted Children"



College of Education
Michigan State University
East Lansing, MI
Associate Professor, 2005-2010
Full Professor, 2010-present



Department of Psychology and Program in Cognitive Science
Indiana University
Bloomington, IN
Assistant Professor, 1996-2003
Associate Professor, 2003-2005

2002, Boyd McCandless Award for Early Career Achievement in Developmental Psychology (APA, Division 7)

Institute of Education Sciences, Spatial Ability as a Malleable Factor for Math Learning, 2012-2015
Institute of Education Sciences, Making Sense of Concrete Models for Mathematics, 2008-2011, (Co-PI with Linda Smith, Indiana University.)
Spencer Foundation, Key Transitions in Preschoolers' Number and Arithmetic Development: The Psychological Foundations of Early Childhood Mathematics Education, 2003-2008 (Co-PI with Arthur Baroody, University of Illinois).
NSF, 0125287, Facilitating the Understanding of Complex Adaptive Systems Through Computer Simulations, 2001-2004 (Co-PI with Robert Goldstone, Indiana Univ.).
NICHD, HD37819-01, Early Number Development: A Domain General Approach, 1999-2004.
NICHD Postdoctoral Fellowship, 1996-1999, (I declined in order to accept a faculty position).
Harris Fellowship, University of Chicago, tuition annual stipend, 1991-1995



Mix, K. S., Prather, R. W., Smith, L. B., Stockton, J. D. (2013).  Young children's Interpretation of multi-digit number names: From emerging competence to mastery. Child Development.
Byrge, L., Smith, L. B., Mix, K. S. (2013).  Beginnings of place value: How preschoolers write three-digit numbers. Child Development.
Cheng, YL. and Mix, K. S. (2012).  Spatial training improves children's mathematics ability.  Journal of Cognition and Development.
Mix, K. S. and Cheng, YL. (2012).  The relation betwen space and math:  Developmental and educational implicationsAdvances in Child Development and Behavior, 42, 197-243.
Mix, K. S., Sandhofer, C. M., Moore, J. A., Russell, C. (2012).  Acquisition of the cardinal word principle: The role of input. Early Childhood Research Quarterly, 27, 274-283.
Mix, K. S., Moore, J. A., & Holcomb, E. (2011). One-to-one play promotes numerical equivalence concepts. Journal of Cognition and Development, 12:4, 463-480.
Mix, K. S. (2010). Spatial tools for mathematical thought. In K. S. Mix, L. B. Smith & M. Gasser (Eds.) Space and LanguageNew York: Oxford University Press.
Mix, K. S. (2010). Early numeracy: The transition from infancy to early childhood. In J. Bisanz (Ed.) Encyclopedia on Early Childhood Development. Centre of Excellence for Early Childhood Development
Newcombe, N. S., Ambady, N., Eccles, J., Gomez, L., Klahr, D. Linn, M., Miller, K. F., & Mix, K. S. (2009). Psychology’s role in mathematics and science education. The American Psychologist, 64, 538-550.
Mix, K. S. (2009). How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology, 102, 427-444.
Paik, J. H. & Mix, K. S. (2008). It’s all relative: Different levels of relational similarity used in children’s comparisons, British Journal of Developmental Psychology, 26, 495-505.
Mix, K. S. & Paik, J.H. (2008). Do Korean Fraction Names Promote Part-Whole Reasoning? Journal of Cognition and Development., 9(2), 145-170. 
Mix, K. S. (2008). Getting developmental: A commentary on Rips, Bloomfield & Asmuth, Behavioral and Brain Sciences, 31 (6), 662-662.
Mix, K. S. (2008). Surface similarity and label knowledge impact early numerical comparisons, British Journal of Developmental Psychology, 26, 13-32.
Mix, K.S. (2008). Children’s equivalence judgments: Cross-mapping effects. Cognitive Development, 23, 191-203.
Mix, K. S. & Sandhofer, C. M. (2007). Do we need a number sense? In M. J. Roberts (Ed.). Integrating the mind. Hove, UK: Psychology Press.
Paik, J. H. & Mix, K. S. (2006). Preschoolers’ use of surface similarity in object comparisons: Taking context into account. Journal of Experimental Child Psychology, 95 (3), 194-214.
Mix, K. S., Sandhofer, C.M., & Baroody, A. J. (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In R. V. Kail (Ed.) Advances in Child Development and Behavior, Volume 33 (pp. 305-346). New York: Elsevier.
Baroody, A. J., Lai, M.-L., & Mix, K. S, (2005). The development of young children's number and operation sense and its implications for early childhood education. In B Spodek & O. Saracho (Eds.) Handbook of Research on the Education of Young Children. (pp. 187-221). Mahwah, NJ: Lawrence Erlbaum Associates.
Paik, J. H., & Mix, K. S. (2003). U.S. and Korean Children’s comprehension of fraction names: A re-examination of cross-national differences. Child Development, 74, 144-154.
Mix, K. S., Huttenlocher, J., & Levine, S. C. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128, 278-294.
Mix, K. S. (2002). Trying to build on shifting sand: Commentary on Cohen and Marks. Developmental Science, 5, 205-206.
Mix, K. S. (2002). The construction of number concepts. Cognitive Development, 17, (Special issue: Constructivism Today, J. Langer & E. Turiel, Eds.), 1345-1363.
Clearfield, M., & Mix, K.S. (2001). Amount versus number: Infants use of area and contour length to discriminate small sets. Journal of Cognition and Development, 2(3), 243-260.
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174.
Mix, K. S. (1999). Similarity and numerical equivalence: Appearances count. Cognitive Development, 14, 269-297.
Mix, K. S. (1999). Preschoolers' recognition of numerical equivalence: Sequential sets. Journal of Experimental Child Psychology, 74, 309-332 (Special Issue: The Development of Mathematical Cognition, J. Bisanz, Ed.)
Clearfield, M. W. & Mix, K. S. (1999). Number versus contour length in infants' discrimination of small visual sets. Psychological Science, 10, 408-411.
Mix, K. S., Levine, S. C., & Huttenlocher, J. (1997). Numerical abstraction by infants: Another look. Developmental Psychology, 33, 423-428.
Mix, K. S., Huttenlocher, J., & Levine, S. C. (1996). Do preschool children recognize auditory-visual numerical correspondences? Child Development, 67, 1592-1608.