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Kelly S. Mix
Researcher at University of Maryland, College Park
Publications - 62
Citations - 3862
Kelly S. Mix is an academic researcher from University of Maryland, College Park. The author has contributed to research in topics: Spatial ability & Mathematical ability. The author has an hindex of 28, co-authored 56 publications receiving 3428 citations. Previous affiliations of Kelly S. Mix include Michigan State University & Indiana University.
Papers
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Journal ArticleDOI
Number Versus Contour Length in Infants' Discrimination of Small Visual Sets
TL;DR: In this paper, the authors examined infants' use of contour length in num- ber discrimination tasks and concluded that infants base their discriminations on contour lengths or some other continuous variable that correlates with it, rather than on number.
Journal ArticleDOI
Spatial Training Improves Children's Mathematics Ability
Yi Ling Cheng,Kelly S. Mix +1 more
TL;DR: Ehrlich, Levine, & Goldin-Meadow as mentioned in this paper tested whether mental rotation training improved math performance in 6- to 8-year-olds, and found that the spatial training group's improvement was largely due to better performance on missing term problems.
Journal ArticleDOI
Multiple cues for quantification in infancy: is number one of them?
TL;DR: A review and synthesis of the literature on quantification in infancy and early childhood is provided in this article, where the authors discuss the implications of these findings with respect to early quantification and its relation to later numerical development.
Book ChapterDOI
The relation between space and math: developmental and educational implications.
Kelly S. Mix,Yi Ling Cheng +1 more
TL;DR: This chapter attempts to address issues by reviewing the existing literature to identify instances where answers are available and others where further research is needed to improve math education.
Book
Quantitative Development in Infancy and Early Childhood
TL;DR: In this paper, historical trends and current issues of quantification in early childhood and early childhood are discussed.1. Historical Trends and Current Issues 2. Quantification in Infancy 3. Early Childhood 4 Quantification of Discrete Sets: A Synthesis 5. Continuous Amount 6. Relative Quantity 7. Nonverbal Representation of Quantity 8. Acquiring Conventional Skills 9. The Whole Child